An Empirical Research On English Reading Teaching Based On Discourse Analysis Theory In Junior High School

In junior high school,the importance of English learning is the same as that of mathematic and Chinese.English learning plays an irreplaceable role in the junior high school,which can be seen from the cultivation of students’ abilities.At the same time,from the perspective of senior high school entrance examination,English learning is also very important.English is a language;reading is one of the four basic skills of language.Reading is an important way for people to access information,so the cultivation process of reading ability in junior high school English learning has a negligible position.In the senior high school entrance examination of Qiqihar,the full score of English test is 120 and the score of reading comprehension is 40.We can see that,reading is very important whether from the perspective of capacity training,or from the perspective of the test.However,from the observation of the previous teaching activities,the author found that teachers in the teaching process of reading,they focused on the teaching of words and grammar in the context,they over-emphasized on the importance of words and grammar knowledge,and they neglected the cultivation of students’ reading ability.With this traditional reading teaching method,students learned some knowledge of words and grammar,but they couldn’t have a better grasp of the article,and some students couldn’t summarize the main idea of the paragraph and the main idea of the context.This teaching method lead to the phenomenon that reading teaching activities can not develop students’ reading ability.In order to solve this problem fundamentally,the author applies the theory of discourse analysis to the English teaching process of junior high school to explore whether it can improve students’ reading ability effectively.In this experimental study process,the author selected two classes of Grade Eight from one junior high school in Qiqihar City as the object of study,the author works in this school.The author treated Class Three as the experimental class,Class Four as a control class.In the experimental class,the author used discourse reading teaching method,in the teaching process,the teaching activities were divided into three stages: pre-reading,while-reading and post-reading.In the pre-reading stage,the author provided students with background knowledge of the reading articles to help them construct related reading materials,at the same time,the author stimulated students’ interest in reading.In while-reading,the author guided students to analysis the context from the macro to find out the structure of the article and to grasp the details of the article from the micro.In after-reading,let the students do appropriate exercises,so that students can learn more about the structure,details and writing purposes of the article.In the control class,the author still used the traditional reading teaching method,which emphasized the importance of words and grammar.The innovation of this research lies in the use of discourse analysis theory to guide junior high school English reading teaching.At the beginning of the experiment,the author tested the students participating in the experiment before the experiment,and compared the results with post-test.The contrastive analysis confirmed that discourse analysis teaching method is feasible.After the end of the experiment,the author summarized the problems found in the experiment process,and put forward the corresponding solutions according to the characteristics of English reading teaching of junior high school in Qiqihar.The solutions can be a reference for junior high school teachers of Qiqihar area.With this reference,teachers can implement discourse teaching better.The author provided reference for the junior high school English teachers in Qiqihar.