The Implications Of The Changes In Question Types On English Pedagogy

College Entrance Examination plays a pivotal role in every test taker's further education. It is therefore of significance to have a thorough understanding of the mechanisms behind the test questions. This thesis is aimed to look at how question types of Reading Comprehension in Jiangsu College Entrance Examination English volume change and give some pedagogical suggestions according to those changes.This research can benefit both teachers and students in Jiangsu. Teachers, by learning changes in the question types of Reading Comprehension in Jiangsu College Entrance Examination English volume, will have enlightenment for their teaching. They can adapt their teaching to help students foster their ability and prepare better for exams.Against this background, the author of this thesis, under the guidance of discourse analysis theory, first analyzes 8 copies of Jiangsu College Entrance Examination English volume (from 2009 to 2016), and then counts the number of each question type of Reading Comprehension. By conducting vertical data analysis,it is clear to see that the number of factual information questions is going on a downward trend, while the number of questions of inference and questions of summing up and summarizing is on the rise. Afterwards, several English teachers and students in Nanjing No. 13 High School are interviewed to talk about their thoughts about Jiangsu College Entrance Examination English volume and changes in its question types. Questionnaires are also distributed to English teachers in different prefecture-level cities in Jiangsu via Internet. Altogether 147 English teachers complete the questionnaire. Results of interviews and questionnaires are analyzed in order to give some pedagogical implications.According to the research, the reading comprehension question types in Jiangsu College Entrance Examination undergo the following changes: the number of factual information questions is going on a downward trend, while the number of questions of inference and questions of summing up and summarizing is on the rise, which means that students not only have to grasp language knowledge, but have to develop their ability in using language as well. Thus, for teachers, the focus of teaching has to shift from vocabulary and grammar to learning English as a whole. Teachers have to help students foster their discourse ability, and introduce to them more background information concerning English-speaking countries. At the same time, students should be taught to grasp more reading strategies and skills and apply them flexibly.Due to limit of time and resources, this thesis fails to give some suggestions on the reform of exams,which can be further discussed by researchers in the years to come.