An Investigation Of Teaching English Reading In Senior High Schools From The Perspective Of Discourse Analysis

Along with the deepening and developing of the reform of English teaching in the basic education,the volume or amount of reading in English textbooks is obviously increased;the selection of reading materials become more extensive and the source of discourse is more varied.Combing with students' English learning requirements in English Curriculum Standard(2017)and some objective situations about teaching materials,therefore,English teachers should realize that the premise and basis of effective reading classes are to make the profound text interpretation and discourse analysis.Therefore,English teachers of senior high school should understand how to train the students thinking abilities and improve the students' reading abilities.This research is based on the theories of Discourse Analysis,Text interpretation and Hierarchy of Reading Comprehension and other relevant reading theories to define the academic concepts of “Text”,“Discourse”and“Text interpretation”and it also introduces the theoretical basis of English reading teaching in senior high school.This study aims to answer the following three questions from the perspective of Discourse Analysis according to the actual situation of the English reading teaching in senior high schools:1.How about the current situation of senior high school students' discourse analysis ability in reading comprehension?2.Whether teachers apply discourse analysis theory into their English reading teaching consciously?3.How to cultivate senior high school students' discourse analysis ability in daily English reading teaching?In order to investigate the problems of current English reading teaching,the researcher makes an investigation and data analysis for the 50 English teachers' current situations of reading teaching and the 483 students' current reading situations of Grade One and Grade Two from Ganzhou XXX Senior High School with researchapproaches,such as related literature,questionnaire survey and classroom observation.In addition,the researcher randomly selects 24 normal classes of the 6English teachers to record data and to analyze results through the classroom observation.The research instruments include Questionnaire for Teachers and Questionnaire for Students,which are about the situation of English reading teaching in senior high school.And,the observation items come from the principles of Discourse Analysis,which are used to finish the whole classroom observation of English reading teaching in senior high school.The researcher summarizes the problems and limitations in the implementation of English teaching strategies in senior high school from the perspective of Discourse Analysis to find the relevant factors and to explore the results through data analysis.Through the analysis of the results,some major findings are concluded.(1)The current situation of senior high school students' discourse analysis ability in reading comprehension: Students lack initiative in English reading,and they know little about discourse analysis,so,they are poor in analyzing the discourse;Students' reading strategies are very deficient.(2)The situation and problems existing in the English reading teaching strategies in senior high school,which are as follows: Most of the teachers cannot understand the orientation of reading teaching objectives very clearly;the teachers lack the awareness and guidance of Discourse analysis in the process of reading teaching;the teachers are quite short of the analysis and interpretation for the the discourse's genre and structure in the reading teaching of senior high school;and the teachers lack the awareness of penetrating the cultural education.The author hoped that this research can alert teachers to focus on the hidden trouble in reading teaching,to popularize the knowledge of Discourse Analysis,to strengthen teachers' professional abilities and qualities and to improve the teachers' views of language teaching,so as to improve the students' views of language learning process and the efficiency of English reading teaching in senior high school.