| Although we have realized the importance of discourse,the efficiency of discourse teaching is still relatively low.With the formulation and promulgation of the Curriculum Standard of English in Compulsory Education(2022),discourse teaching has been pushed to an unprecedented level.This study is based on the theory of discourse analysis to verify its application in junior middle school English teaching.It is hoped that it will have some implications for junior middle school English discourse teaching in China.This study specifically discusses the following issues:1.What is the effect of discourse reading guidance on junior middle school students’English reading ability?2.What is the effect of discourse reading guidance on junior middle school students’English reading methods?3.What is the effect of discourse reading guidance on junior middle school students’English reading interest?This study includes quantitative and qualitative research.A quantitative study was carried out by using experimental research and investigation methods.A total of 108 students from two parallel classes in Grade 8 of a junior middle school in Hai’an,Nantong City were selected as the research objects.In the experimental study,the experimental class conducted reading teaching based on discourse analysis theory,while the control class adopted the traditional reading teaching method.At the beginning of the experiment,there was no significant difference in the reading level between the two classes;The post-test is used to test the effect of discourse analysis theory on students’ reading learning.In the survey method,a questionnaire is used to reveal the influence of discourse analysis theory on students’ reading methods.Qualitative research is conducted by non-quantitative means.The purpose of the interview is to find out the influence of discourse analysis theory on students’ reading interest.The findings are as follows:(1)When it comes to the average value in the pre-test,the mean difference between two classes is 0.11.However,in the post-test,the average score of the experimental class is 2.64 points higher than that of the control class.According to the results in Paired Sample T-test by SPSS(23.0),the significance in the control class is indiscernible since P=.298,P>.05.On the contrary,in the experimental class,there is significant difference in post-test,P=.000,P<.05.Apart from Paired Sample T-test,Independent Samples T-test was conducted at the same time.According to the results,there is significant difference between the experimental class and the control class(P=.046,P<.05)in post-test.In conclusion,in the pre-test,there is no significant difference in the reading level between the two classes,but after eight weeks of teaching,the scores of reading tests of the experimental class is higher,and there is a significant difference between the experimental class and the control class,which indicates that the discourse analysis theory has a positive effect on the improvement of students’ reading level.(2)In the pre-questionnaire,there is no significant difference between the experimental class and control class(P=.133,P>.05).In the post-questionnaire,the mean of the experimental class is 8.75 higher than that of the control class.In Independent Sample T-test,the P value is.000(P<.05),indicating significant distinction between two classes in postquestionnaire.The results of the questionnaire show that the students in the experimental class use discourse analysis more frequently,which is significantly different from the control class.This means that the application of discourse analysis theory enables students to use reading methods more accurately and effectively.(3)According to the interview records,after using the reading method of discourse analysis,students in the experimental class tend to read more English books than before.They would like to read different kinds of English books and try out for more class activities.Their interest in English reading has been greatly enhanced.Based on the findings of the study,the implications of this study for junior high school teachers’ reading teaching are as follows:(1)help students clarify the discourse structure and construct the framework of the discourse;(2)lead students to read the discourse language and cultivate students’ language appreciation ability;(3)improve the form and activity design of reading exercises;(4)use different reading methods to promote the development of students’thinking ability;(5)stimulate students’ reading interest.In conclusion,this research expands the scope of application of discourse analysis,provides empirical support for the enrichment and development of the theories,and improves their application value. |
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