Research On English Reading Teaching In Senior High Schools Under The Guidance Of Discourse Analysis

Reading is the foundation of English learning.Reading teaching has always been the key point of English teaching in senior high school.Discourse analysis provides a new method for English reading teaching.This study teases out the research results of discourse analysis and reading teaching at home and abroad.It constructs an English reading teaching model on the basis of contextual and cohesion theory and applies the model to teaching practice.The purpose of this study is to solve two problems: First,what is the current situation of English reading teaching in the chosen senior high school? Second,what is the influence of discourse analysis on students' reading?For solving the above questions,class 2 and class 6 in the same school in Weifang were selected as research subjects in this study.The study lasted for 18 weeks,and the research tools were observation,questionnaire and test.Before starting the teaching experiment,teachers' teaching status and students' English reading status were analyzed through observation and questionnaire.During the experiment,discourse analysis was used in Class 2 to guide students to deepen their understanding of the text through context.Students were guided to comprehensively understand the content of the text through analyzing cohesive devices.The traditional English reading teaching method was adopted in Class 6.Words,phrases and grammar knowledge were systematically taught before reading articles so as to avoid reading obstacle caused by vocabulary shortage.Then the teacher guided the students to translate the text sentence by sentence,complete the exercises,memorize the key paragraphs to strengthen the comprehension of the article.Before and after the teaching experiment,reading tests were conducted in the experimental class and the control class.And the scores were collected and analyzed.The results showed that the scores of both classes had improved,but the improvement of the experimental class was more significant.Through observation,questionnaire and tests,the author collected and analyzed relevant data.The conclusions of the paper are as following: Firstly,discourse analysis can effectively improve students' reading performance.Secondly,compared with the former method,which pays too much attention to analyzing the grammatical knowledge of words,the English teaching method guided by discourse analysis can help students understand the text from both micro and macro aspects,which can effectively improve students' reading level.The teaching effects can also be effectively improved.Based on the findings of the study,this paper puts forward some suggestions for English reading teaching: introducing relevant background knowledge,emphasizing the analysis of cohesion devices,strengthening reading training to cultivate reading skills,and improving teachers' personal skills constantly.This study combines discourse analysis with teaching practice to provide a new way for English reading teaching.It can help students analyzereading materials from the perspective of discourse,better understand reading materials,establish discourse awareness and improve reading proficiency.