A Study On The Application Of Discourse Analysis Based On Schema Theory In English Reading Teaching In Senior High School

As an important part of English teaching in senior high school,reading plays a vital role in improving students' comprehensive English level.The traditional English reading teaching focuses on the analysis and accumulation of vocabulary,grammar and other language knowledge and decomposes the complete and meaningful discourse into several scattered language points.As a result,students' discourse awareness is weak and their reading ability can not be substantially improved.Discourse analysis reading teaching emphasizes the macro and micro analysis of the text as a whole,and pays attention to the integrity and internal structural characteristics of the text.Based on schema theory,this study applies discourse analysis to the English reading reading in senior high school to cultivate students' discourse awareness and the use of reading strategies so as to improve their English reading proficiency.This research is designed to answer the following three questions:1.What's the current situation of the application of discourse analysis based on schema theory to English reading teaching in senior high school?2.What's the effect of discourse analysis based on schema theory on students' reading strategies?3.What's the effect of discourse analysis based on schema theory on students' reading ability?In this study,a 16-week teaching experiment is conducted among 90 students from two parallel classes in a senior high school in Anshan,Liaoning Province.The traditional reading teaching method is adopted in the control class,while the discourse analysis reading teaching based on schema theory is adopted in the experimental class.The research instruments include classroom observation,questionnaire and reading test,and a comparative analysis of the data is made by SPSS25.0.The experimental results indicate that the average score of the experimental class is far higher than that of the control class,and students' reading ability has been greatly improved.The results of the students' questionnaire further show that discourse analysis reading teaching has a positive influence on students' reading strategies.Students have made great progress in skimming,scanning,guessing the meaning of words,predicting,inferring and the use of meta-cognitive strategies.Therefore,it can be concluded that it's afeasible and effective way to apply discourse analysis to English reading teaching in senior high school.According to the research results,the author suggests that teachers should pay attention to the input of background knowledge,the analysis of text genres and the role of cohesive devices,so as to improve students' reading ability.