The Application Of Discourse Analysis In English Reading Teaching In The High School

In the foreign language teaching, the importance of language comprehensive ability has always been widely applied, so reading teaching has been the important content of the English teaching. However, the traditional teaching method of reading in senior high school mainly puts its attention on the cultivation and accumulation of linguistic knowledge. Reading class was once called "vocabulary class." Its teaching center is on vocabulary and grammar, which leads to the students’lack of discourse knowledge and discourse strategy. Thus it results in the inefficiency of students’development of reading abilities. With the ordinary high school English curriculum standards of the promulgation and implementation of the students, the discourse understanding and using the English ability of comprehensive knowledge is in very important position. The new English curriculum standards order students must have higher reading level, based on deep understanding and consider the views of the author attitude comprehension ability can from discourse structure and the height of the content to achieve better understanding of the article.Based on the theories of discourse analysis and reading, the author set questionnaires to investigate whether the students, who study in Xilingol.No.2Middle School, have discourse consciousness while reading and the effect on their reading comprehension. The results show that most students have so little discourse consciousness that they can’t use effective discourse method to grasp the main idea of the whole passage. According to the above situation, the author infers that discourse analysis should be applied into English reading teaching with other methods in senior high school and can raise students’discourse awareness and develop their discourse competence. Then the author makes some effective experiments. The object of the study are two classes’students in Xilingol No.2high school, class one for experiment, class two for that in comparative class. Students’English level is the same. The teaching of discourse analysis theory will be used in the experiment class, and the traditional teaching method of reading comprehension will be used in comparative class. After one term of experiment, their reading marks should be compared.According to the study of theories and experiments, the following conclusions have been drawn. In the training of English reading comprehension in senior high school, the new teaching method of teaching-discourse-analysis is better for improving students’reading ability. Also, it is does good to improve their interest in reading. However because of the small number of the students participating in the experiment, the data and the result of the analysis are very much limited to some extent.