Research On The Application In Discourse Analysis Theory To The Instruction Of English Reading In Senior High School

Reading is an important part of English learning.It is not only the carrier of language learning,but also one of the tools for learners to obtain information.Therefore,English teaching occupies its important position in high school English teaching.How to effectively carry out reading teaching has always been closely concerned by education experts and front-line teachers.However,due to the long-term inherent concept of English teachers,the reading class were simplified for a simple combination of vocabulary and grammar.As a result,some students can only remember the usage and grammatical structure of some words,but cannot understand the meaning of the article.In order to overcome this defect,it is necessary to deepen students’ understanding of the article from the perspective of discourse.Based on this,it is necessary to apply the discourse analysis theory to the teaching of English reading.This research,in which empirical research,questionnaire are used,is based on the discourse analysis theory.After 16 weeks,the two parallel classes of Class 5(experimental class)and Class 6(control class)of senior three in X high school are selected as the research subjects.The questionnaire was conducted in the form of 1-5 Likert scale,which divided into three dimensions: discourse knowledge,discourse consciousness,discourse strategy.In order to verify the influence of discourse analysis on English reading teaching,the routing teaching is carried out in the control class and the method of discourse analysis is introduced into the experimental class for nearly one semester.The issues studied are:(1)Can the application of discourse analysis theory improve students’ reading performance?(2)Can the reading teaching of discourse analysis improve the use of students’ reading strategies?SPSS 26.0 is used to deal with the data from this experiment.The results show that the reading teaching of discourse analysis plays a positive role in improving students’ reading performance,which is helpful to cultivate students’ reading strategy use.First of all,Discourse analysis teaching can improve students’ reading performance.More particularly,in the pre-measurement,the average reading score of the experimental class(10.9583)is much close to that of the control class(10.8750),and the difference is not obvious.In the post test,the average score in reading of the experimental class(14.4583)is greater than that of the control class(10.8750),and there is a significant difference(Sig.(2-tailed)=0.000,<0.05).Also for the experimental class,the mean of reading scores in the post test(14.4583)increases 3.5than that in the pretest(10.9583).Secondly,Discourse analysis teaching is helpful in cultivating students’ reading strategies.According to the data from the questionnaire in the experimental class,the sun of the mean value of the each dimension in the post-questionnaire(40.2500)is39.11% higher than that in the pre-questionnaire(35.4792),and dimension of Knowledge rises the most obviously(12.8%),and dimension of Strategy has the least mean value growth(10.8%).The other dimension,Consciousness also has varying degrees of increase.In a word,the effective use of “discourse analysis” teaching can improve students’ reading performance,help to cultivate students’ discourse knowledge in reading teaching,and comprehensively improve student’ discourse reading strategy and learning enthusiasm.At the same time,teachers should combine with students’ learning practice,and constantly optimize and adjust “discourse analysis” teaching,so as to make it play a greater role in English teaching.