An Experimental Research Of Discourse Analysis Teaching Method In English Reading Teaching In Mudanjiang Yuhua Senior High School

The concept of discourse analysis was first proposed and used by Harris,an American structural linguist.Harris extended the scope of the study of language from the isolated sentence to the structure of the sentence,and put forward the method of discourse analysis.Discourse analysis is the specific application of discourse analysis theory.In this paper,an experimental study is conducted to testify whether discourse analysis teaching can enhance students' discourse awareness and improve their discourse competence,and whether it can improve students' English reading habits and improve their English reading ability.This paper intends to solve two problems:What are the effects of discourse analysis on English reading habits of senior high school students?What are the effects of discourse analysis on English reading ability of senior high school students?This paper mainly adopts the method of experimental research.In this paper,106 students in two classes of grade two from Yuhua high school of Mudanjiang are regarded as the research object.This study uses the test method and questionnaire survey method.The pretest and posttest for English reading ability were carried out before and after the experiment.The teaching method of discourse analysis was used in the experimental class.The control class uses the traditional teaching methods.The experimental results show that students' reading habits have been obviously improved.The discourse analysis teaching method can improve students' ability to analyze and deal with English reading information.It helps to cultivate the students' awareness of discourse.It enables students to pay attention to the writing background of the article and analyze the author's writing intention.The students' English reading ability has been greatly improved.It also improves teaching effect of English class in senior high school.