| According to the Requirement of National Matriculation Examination Syllabus,the Grammar Gap-filling Task(GGT)was adopted in National Matriculation English Test since 2014,to replace the Multiple-choice Question which has been used for many years.The grammar gap-filling task mainly aims to check the students' integrated language abilities at the discourse level which has fully reflected the concept of the new curriculum reform.However,the students' performance on this kind of task is not positive.Besides,in the actual teaching of grammar gap-filling task,most teachers in Senior high school focus more on individual language point instruction than the overall text comprehension at discourse level.Since the discourse analysis theory is put forward,it has been applied to various aspects of the EFL teaching which testified the vital role of discourse strategy in the cultivation of language competence(Chen Li,2006).So this thesis tries to apply the discourse analysis theory to grammar gap-filling task teaching,aiming to answer two questions:1.Can students' discourse awareness be enhanced through the application of discourse analysis theory ?2.Can students' achievements of grammar gap-filling task be improved through the application of discourse analysis theory ?This thesis is divided into six parts: The first chapter briefly introduces the background information,the purpose of the study and the structure of this thesis.Chapter two is the literature review,which is composed of the general reviews on the discourse analysis together with the grammar gap-filling task.Chapter three concentrates on the theoretical framework of discourse analysis.Chapter four is the methodology of this thesis,which includes the questions,subjects,instruments and procedures of the experiment.The subjects come from two parallel classes of senior two from Minqin No.1 Senior High School in Gansu Province and there are 40 students for each class.The research tools used for collecting data are two tests and a questionnaire(used for twice).The experiment lasted for 12 weeks.At the beginning of the experiment,a pre-questionnaire and a pre-test are conducted respectively to check whether the two classes are at the same level of discourse awareness and achievements.During the experiment,the experimental class applies the discourse analysis theory to grammar gap-filling task teaching while controlled class does not adopt the discourse analysis theory to teaching.Except for that,all the other variables such as teaching method and teaching materials are the same for the two classes.At the end of theexperiment,a post-test and post-questionnaire are done to testify whether students' scores and discourse awareness have been improved through the experiment.Results and discussions are listed in chapter five.The data are analyzed by SPSS 20.in this chapter.The last chapter is the conclusion of the experiment.And the results show that applying the discourse analysis theory to grammar gap-filling task teaching can foster students' discourse awareness as well as their achievements.Besides,we can get some implications from the experiment.Firstly,the students should read English text as much as possible in their daily learning to cultivate their sense of language and to enlarge their vocabulary.Secondly,the teacher in senior high school should emphasize discourse and context in English teaching,thus help to cultivate students' discourse awareness and enrich students' background knowledge so as to improve their ability of solving problem.Thirdly,the teacher should try to combine discourse analysis theory with various teaching approaches to achieve better teaching effects in English teaching. |
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