A Stylistic Approach To English Text In High School English Reading Class

Text is not only a material for teaching language knowledge,but an important way to enhance students' humanistic attainment.Stylistics focuses on types of writing by means of linguistic methods.By observing,describing,analyzing and evaluating some particular linguistic features of varieties of language so that readers can better understand and use language.The new curriculum standard emphasizes the stylistic features in discourses.Meanwhile,domestic English teachers and stylistic scholars also emphasize the application of stylistics to high school English teaching.However,in reality,students' stylistic awareness and text appreciation ability have not been effectively developed.Although many papers related to stylistic analysis is increasing,most of them focus on the interpretation of literary works and discussion of its practical significance,which indicates the practical research of stylistic analysis is not enough.Based on the situation above,this study takes Xiapu No.1 Middle School in Fujian Province as an example.This paper aims to cultivate senior high school students' ability of appreciating text and enhance their humanistic attainment.Moreover,according to the results of empirical research,this paper provides effective suggestions for reading teaching in senior high schools.During the 16-week teaching practice,first of all,the text analysis of Reading part in textbooks was carried out.According to the statistics of textual types of textbooks,case teaching chose a science exposition and a drama which appear most frequently in two major categories as teaching materials.Secondly,case teaching plan was designed and then implemented.Finally,the effect of case teaching was tested by questionnaire and interview.By analyzing the results of questionnaires and interviews,this paper found:(1)Teachers should focus more on teaching students the methods of stylistics in high school;(2)The role of teachers is dominant in the implementation of cases;(3)it is difficult for students to find out the stylistic features in phonetics and rhetoric;(4)It is difficult to apply stylistic analysis methods in high school;(5)It is necessary and effective for high school teachers to apply stylistic knowledge to discourse analysis consciously or unconsciously.Based on the above findings,this study proposes teaching suggestions as follows:(1)Teachers need to master knowledge related to stylistics;(2)Teachers' teaching design need to follow students' learning conditions and have clear analysis steps;(3)Teachers should fully encourage students and give them enough time to think,raise doubts and express their views in the process of teaching.