A Study On Application Of "DPCSE" Model To English Reading Teaching In Senior High School Based On Discourse Periodicity

As an effective language input,reading is not only an important way for us to get information,but also helps to shape our language thinking and humanistic quality.;therefore,the teaching of reading has always occupied a very important position in English teaching.In recent years,College Entrance Examination specially emphasizes that students should understand the main idea of article and its logical relationship.However,the traditional teaching model tends to explain vocabulary,sentence and grammar knowledge,ignoring the central idea,the discourse structure and the training on students' power of reasoning.Thus,promoting students' reading ability has become a major object for the most English teachers.Based on Martin &Rose's theory of discourse periodicity,this research attempts to create "DPCSE" teaching model to guide the teaching of English reading in senior high school,taking students who are from S senior high school in Shihezi,Xinjiang as the subjects,using test,questionnaire and interviews methods to study the effect of using "DPCSE" teaching model on students' ability of English reading.This study intends to figure out three questions: 1.Does "DPCSE" teaching model have a positive impact on students' reading ability? 2.Does "DPCSE" teaching model arouse students' attention to focus on the discourse of MacroTheme?HyperTheme and Theme? 3.Does "DPCSE" teaching model cultivate students' interest in English reading and change their reading attitude?It is found: 1."DPCSE" teaching model helps to improve students' abilities of reasoning,guessing and summarizing,meanwhile,it has a significant impact for students on grasping semantic structure and choosing sentences,but the effect on the ability of understanding the details of the reading is not obvious;2."DPCSE" teaching mode has aroused students' attention to MacroTheme in reading texts.They can also use HyperTheme and clause thematic progression to answer related questions and it contributes to their writing ability;3.The teaching model guided by the theory of discourse periodicity can reduce students' fear of understanding new words and complex sentences in reading process,so it cultivates students' interest in English reading and changes their reading attitude.The study offers some advice on the teaching of English reading: 1.Teachers should reasonably apply the theory of discourse periodicity to reading teaching,so as to develop students' consciousness of analyzing the whole discourse;2.In the teaching process,teachers should properly manage the relationship between analyzing the structure of discourse and explaining language knowledge;3.Teachers need to consider the stages and individual differences of students' development,and design the types of reading training with different difficulties.In addition,teachers should regularly communicate with students at different learning levels,monitor and evaluate students' reading situation appropriately,then adjust reading progress and teaching plan in time.