A Study Based On Text Analysis For English Reading Instruction In Senior High School

Reading instruction is an important part of English teaching in senior high school.In the traditional way,reading instruction takes language knowledge as the core and translation as the way,ignoring the value of text.General Senior High School English Curriculum Standards(2017 Edition)clearly proposes to cultivate students' "Text Knowledge".Students'text awareness and text comprehension ability have been given more attention,teachers gradually begin to design and implement reading instruction by the unit of text.This paper takes Text Analysis as the theoretical basis of English reading instruction in senior high school.Based on the main concepts and basic analytical content of the research,corresponding classroom observation and interview survey are carried out.The results show that there are four types of problems:first,the traditional"grammar-translation"way of reading instruction is deeply rooted,many teachers still focus on vocabulary teaching and sentence translation during English reading instruction;second,most of the tasks are very superficial,which only aim at the surface layer of information in the text;third,the analytical questions haven't been designed by the order from easy to difficult ones,which makes the text analysis stay on the same level;fourth,the inefficient learning of students reading is very common,which has affected the practical efficiency of reading instruction.Combining the results of theoretical and investigative research,the author attempts to put forward the Senior High School English Reading Instruction Steps based on Text Analysis.That is,the first step to analyze the contextual context of the text;the second step is to analyze the text from the macro level;the third step is to analyze the text from the micro level;the fourth step is to analyze the text comprehensively.Finally,the NSEFC Module 1 Unit 4 "A Night the Earth Didn't Sleep"is taken as an example to illustrate the objectives design and teaching process of English reading instruction under this Step.For the problems learned in the former part of the research,the author proposes following teaching strategies.Above all,the teacher should change their instruction method and pay more attention to the text itself.Secondly,focus on the multi-interpretation of text and pay more attention to the teachers'own analysis about the text.In terms of activities design,teachers can focus on these aspects,the analysis of text content,the relevance of text content and the expansion of text content,reading activities should be used as a carrier to promote the depth of learning.Then,teachers should arrange the reading tasks according to the hierarchical nature of students' cognitive ability,reading tasks should be taken as the thinking tools to facilitate the depth of text analysis step by step.Finally,in view of students'inefficient learning of English reading,teachers should consciously incorporate reading strategies instruction into the process of reading instruction and improve the efficiency of reading instruction based on text analysis.