| Reading should not only be regarded as a tool for grammar and vocabulary learning,but also as a tool for acquiring new knowledge,improving cognitive level,analyzing and solving difficult problems.In this respect,it is consistent with the aims of language learning.Also for English learning,reading can be regarded as one of the most important parts.The reason lies in the fact that English reading has played a larger part in both English teaching and English testing for a long time.According to the New English Curriculum Standard(experiment)of Senior High School,in senior high school,students are required to browse and read non-professional English reading materials such as English poetry,prose,newspapers,periodicals,foreign classics and English instructions in order to find or obtain information about the central idea of the texts,the author’s intentions,opinions or attitudes;to guess the meaning of new words or phrases from the contexts,words’ formation and sentences’ structure;and to analyze the level of the texts,understand the key clauses,clarify the development of the events’ plots and predict the possible outcomes.In addition,students need to develop active reading habits,reading strategies,then to inspire their own reading enthusiasms,and eventually improve their English reading abilities.Nowadays,most of the traditional teaching modes of English reading overemphasize the explanation of the subject’s basic knowledge of English,which lacks more careful,in-depth exploration for above-mentioned goals of English reading skillsHowever,Halliday’s discourse-based lexical cohesion theory focuses on cultivating learners’ awareness of textual cohesion,which not only focuses on the cohesion of basic language units such as words,phrases,sentences and so on,but also takes into account the structure and genre of the texts,which accords with the need of achieving the goals of Senior English reading skills.Therefore,in terms of Halliday’s lexical cohesion theory and supplementary Hoey’s lexical repetition,to guide the teaching of English reading in senior high school.In order to solve the research issues:“Under the guidance of lexical cohesion mode,what are the changes in senior high students’ grades of English reading,attitude and awareness of lexical cohesion? ”This thesis uses multiple qualitative and quantitative research methods such as questionnaire surveys,tests,interview and classroom observations,the purpose of this study is to answer the question “How do senior high school students’ English reading achievement,reading attitude and their awareness of lexical cohesion change under the discourse-based teaching model of lexical cohesion reading?” In this study,two parallel classes of the senior high school in Harbin were selected as the experimental class and the control class,there are 50 students in each class respectively.In the experimental class,the reading teaching mode is based on lexical cohesion,while in the control class,the reading teaching method is still as the same.At the end of the experiment,the data collected from various measurement instruments were analyzed by SPSS 24.0 statistical methods.The conclusion manifests that the reading comprehension scores of the subjects in the experimental class are higher than those in the control class,and the increase is significant.According to the change of pre-test and post-test of the questionnaire,the interview’s results of the subjects in the middle period of the experiment and the conclusion of the classroom observation scale,the students become more active and confident in English reading,the awareness of lexical cohesion in solving practical problems in English reading has been enhanced.Therefore,the reading teaching mode based on lexical cohesion can enrich senior high school students’ reading comprehension skills,make their English reading habits be better,and which also can be an appropriate supplementary scheme for traditional reading teaching mode.Based on the findings of this study,the author puts forward some specific advice for the later teaching of English reading from the perspectives of teachers’ teaching and students’ learning: teachers should constantly improve themselves to internalize the basic knowledge of lexical cohesion theory,design English reading exercises regularly and supplement them with the infiltration of basic knowledge of English language.Students should also actively cooperate with teachers,try their best to accumulate basic knowledge of English pragmatics,develop good reading habits and consolidate English writing practice after class,and lastly benefit from associating the English learning skills of “Ameliorating writing by reading” and “Ameliorating reading by writing” together. |
