An Experimental Study Of Discourse Recursion Model To CET4 Reading Comprehension Instruction

According to the requirements of CET4 syllabus, integrative language testing and reading proficiency and writing material understanding of students become the main part of testing aim. It contains:(1) master the main idea of reading material which including topic sentence and main idea of the whole passage; (2) students should understand the details of the passages, which including time, location, character, progressing, sense and so on; (3) students should have some reasonable judgments and deductions after knowing the reading material; fourth, according to the context, student may tell the meaning of unfamiliar words; fifth, student may figure out attitude and point of view of the author. However, we have to face the difficulties of low reading proficiencies, low ratio of answer selection, and slow reading speed which could not meet the needs of the syllabus,80 words per minutes.In the situation of these kinds of difficulties, present studies put for the discourse recursion theory, which based on the theory of language holography assumed by Qian, guanlian, which put forward that the properties of language, which owes recursiveness, discreteness and arbitrariness, etc. Hence, the recursiveness be firstly mentioned in language study area, which mainly explain the inherent or basic figure the language has, recycling and repeating. If there is no the inherent characteristics of the social product-language, recusiveness, no acquiring sequences the language has without thousands repeatings in language word building and constructions. This assumption may view language in the perspective of essentiality and present study will have further discussed on recursion in the area of discourse analysis.Therefore, in order to make a solution to problem existing traditional teaching process, present study propose a teaching method in tutoring reading comprehension by mastering discourse recursion theory. Sixty full-time sophomores participated in present experiment that were Chinese native speakers and had studied English for 10 years prior to the experiment. Results of experiments proved that discourse recursion theory may benefit reading proficiency of students, and in the end some suggestions were list for further pedagogical research.