The Application Of Discourse Theory To English Reading Teaching In Senior High School

Learning any language requires a lot of language input,and reading is an important channel of language input.Reading ability is regarded as an important part of English comprehensive skills,and reading ability reflects the level of English to some extent.However,in the actual English teaching,teachers pay much attention to the teaching of grammar and vocabulary,ignoring the master and understanding of the essay’s structure and gist.As a result,what the students learn is the linguistic knowledge divorced from the context,and they do not know how to understand and apply these language knowledge appropriately.The New English Curriculum Standards of 2017 puts forward higher requirements on senior high school students’ reading ability.Discourse analysis theory can effectively solve the obstacles of students’ English reading.Therefore,it is of great importance to study the influence of the discourse theory on the teaching of English reading in senior high schools.After reading and collecting relevant literature,the author puts forward discourse-based English reading model based on discourse cohesion and coherence theory and discourse analysis teaching theory.According to the model,English reading teaching involves macro analysis,such as background knowledge of text,genre structure,main idea of each paragraph,and gist of whole text,and micro analysis,such as vocabulary,grammar and sentence patterns.There have two problems in this thesis.the first one is that how to use the discourse theory to the application of the reading teaching.The second one is that whether the discourse analysis teaching improve the reading proficiency of senior high school students is a question and the extent to which the reading performance of the experimental class is superior to that of the control class? This research makes a survey by questionnaires and conducts a teaching experiment in two classes(Class 3 and Class 4)of an experimental high school in Hefei.Class three is experimental class which adopts a teaching method based on discourse analysis theory.Class four iscontrol class which takes traditional method of teaching grammar,vocabulary and syntactic knowledge.Based on the analysis of the result of the questionnaires and data of the experiment,it is found that discourse analysis is helpful to improve students’ reading ability.The reading performance of the experimental class is better than that of the control class.