The Differences Of Traditional Reading Teaching Method And The Discourse Analysis Method In High School

As the increasingly development of the education in China, theresearch of the teaching methods, especially in the field of reading, ismaking progress. As the main part of the English reading teaching,the reading ability of the students is one of the most important abilityto improve, therefore, the improvement of students’ reading ability isput on high line in English teaching. According to the three modes ofreading, which includes up to down, down to up and mutual reading,many English reading teaching methods is concluded in recent years,among which the most representative is traditional reading teachingmethod and the discourse analysis method. The traditional readingteaching method only focuses on words, expressions and grammars;however the ignorance of reading skill and reading speed goesagainst the improvement of the reading ability. Focusing on the wholepassage, the discourse analysis method could help students not onlyremember words, expressions and grammars in a context, but alsolearn reading skills and improve reading ability quickly.In this paper, the differences of traditional reading teaching method and the discourse analysis method is analyzed from theaspects of theoretical foundations, teaching models and teachingpractice and the perspectives of teachers and students. According tothe scores of students in Class408and Class409, Grade2, Ji Shanhigh school, and the comparison and research on the questionnaire ofstudents and teachers, the conclusion shows that by traditionalreading teaching methods teachers are with no innovation inteachers’ lesson preparation, with no passion in the teaching andisolated in the teacher-student relationship; students are with nointerests of having class, lack of reading skill and with poor readingability and disharmonious relationship with the teacher. However, bythe discourse analysis method, teachers can enlarge their knowledge,be more active in their teaching and be more caring of their students;students are with stronger sense of the text, stronger ability of skim,guessing words and inferential comprehension, can build goodreading ability and good relationship with the teacher. Besides, thediscourse analysis method could influent the teachers and studentsprofoundly, for example, teachers would form a good state of mindand build harmonious relationship with others; students could usetheir knowledge flexibly and then their confidence are enhanced andthe abilities of creation and team-work are cultivated. However, thediscourse analysis method needs large efforts of the teachers and thestudents: the teachers should change their teaching concepts,boost their teaching ability and be good at teaching reflection; thestudents should adjust their concept of the class and take part in theclass more actively.In a word, though the traditional English teaching methods still plays a leading role nowadays, the discourse analysis method needsto be vigorous promoted by the teachers and students to enhance thestudents’ reading ability quickly and arouse the teachers’ love to theirwork. In this paper, the teachers’ thoughts and feelings are analyzedemphatically through the comparison of the two English readingmethods, which is different from other papers which are focus on thestudents, because teachers are front-line workers and their thoughtsand feelings are very important. The result of the study in the paperwould help the front-line English teachers and the English readingteaching in China.