Application Of Functional Discourse Analysis To English Reading Teaching In Senior High School

English reading plays a key role in the process of language teaching.However,in a traditional reading teaching class at present,the teacher ignores the explanation of the framework from the angle of discourse analysis but focuses on vocabulary,structure of the sentence and grammar only.In recent years,although the teacher intentionally instructs students to grasp background knowledge of discourse and provides them with sorts of classroom tasks,then designs a suitable assessment for them,there are still many distinct problems on English reading teaching,such as the inefficiency of English classroom exercises,lack of initiative for discourse and poor ability of language use.As a result,students are prevented from acquiring a vivid discourse to some extent.Therefore,students feel confused about what they should learn to get good grades in analyzing a discourse,and they can't find exact answers of the questions through existing reading model,even the students feel helpless to grasp the purpose of the writer.Thus,the author thinks that it's necessary to propose a corresponding important strategy in researching a more suitable reading teaching model which is helpful to the mastery of students' reading techniques and approaches so as to promote their initiative to reading comprehension ability.In order to research a good reading model for senior students,the author adopts functional linguistics and discourse analysis of Systemic Functional Linguistics based on the ideas which apply effective instructions of functional linguistics to English reading teaching.The functional linguistics emphasizes the fact that language serves for its functions.Only knowing functions of language,and how they are expressed and which approaches they choose to use for a discourse,then can students analyze the transitivity of verbs,obtain a detailed information by dividing theme and rheme of a sentence and grasp the purpose of the speaker by analyzing cohesion in each paragraph.This thesis introduces the theory-related knowledge of functional grammar and discourse analysis.Then,research questions are put forward to verify that this is an effective reading teaching model through the experimental process.The experiment consists of the controlled class and an experimental class.In the controlled class,students will be taught with a reading teaching model by lead-in,paraphrasing and classroom exercises.But in the experimental class,students are taught with a new reading teaching model based on theory of functional linguistics.Firstly,students need to predict main idea of the text by analyzing theme and rheme of the title and the first sentence in each paragraph.Then,students should analyze the framework of discourse by transitivity in each sentence.Finally,they can infer the purpose of the writer through theory of cohesion.The experimental process proves that this new English reading teaching model can promote students' English reading comprehension ability.Then,students begin to learn the discourse based on a new reading teaching model on their own initiative.It is true that the new reading model helps students predict main idea of the discourse,know the progress of the discourse,and grasp the purpose of the writer.In conclusion,this model is efficient in English reading teaching in senior high school.