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

English Reading is the main resource for senior high school students to acquire English language knowledge and culture knowledge,and it is also an important way for them to improve their comprehensive competence to use language.Therefore,English reading teaching plays an important role in English teaching in senior high school.However,there are still many problems in English reading teaching in senior high school,such as emphasizing too much on the lexical and syntactic analysis and neglecting discourse reading,which makes it difficult for senior high school students to improve their English reading level.The discourse analysis theory,which enables students to understand and acquire discourse cohesion and discourse structure through the real discourse context,can improve their English reading level.Based on context theory,cohesive theory and discourse model,this research adopts literature research,questionnaire survey and experimental research method,and takes the evaluation questionnaire on English reading interest of senior high school students and English reading test paper as research tools.From September 2019 to January 2020,an empirical study was conducted on 83 students in the two classes of senior two in a middle school in Sanming,Fujian province.Among them,Class 6 of Senior Two is the experimental class,applying the discourse theory to English reading teaching,while Class 7 of Senior Two is the control class,applying the traditional grammar-translation method to English reading teaching.The purpose of this study is to verify the following hypotheses: 1.Applying the discourse theory to English reading teaching in senior high school can improve students’ English reading level;2.Applying the discourse theory to English reading teaching in senior high school can stimulate students’ interest in English reading.Based on the analysis of the collected data,the conclusions can be drawn that:1.Applying the discourse theory to English reading teaching in senior high school can improve students’ English reading level.The pre-test results showed that the mean score of English reading in the experimental class(m=47.24)was at the same level as that in the control class(m=47.56),and there was no significant difference between the experimental class and the control class in the English reading score before the experiment(p=0.735>0.05).After one semester of teaching experiments,the post-test results showed that the mean score of English reading in the experimental class(m=54.74)was significantly higher than that in the control class(m=46.33),and there was a significant difference between the experimental class and the control class in the English reading score(p=0.012<0.05).In terms of specific question types,there are significant differences between the experimental class and the control class in the respects of “inference”(p=0.027<0.05)and “understanding the main idea of the article”(p=0.001<0.05),which indicates that applying the discourse theory to English reading teaching in senior high school has significantly improved the students’ competence in these respects.On the contrary,there is no significant difference in the respects of “detail comprehension”(p=0.341>0.05),“semantic comprehension”(p=0.680>0.05)and the “attitude”(p=0.902>0.05)between them.2.Applying the discourse theory to English reading teaching in senior high school can stimulate students’ interest in English reading.The post-test score of students’ English reading interest in the experimental class(m=59.05)was higher than that of the pre-test score(m=56.66)and there is a significant difference between them(p=0.010<0.05).In terms of specific dimension,there is a significant difference between the pre-test and the post-test in the dimension of English reading behavior performance(p=0.010<0.05),while there are no significant differences in the dimension of English reading value(p=0.091>0.05)and English reading affection(p=0.480>0.05).Based on the above research results,the author puts forward some suggestions on the English reading teaching from the perspective of emphasis on discourse teaching,the cultivation of discourse awareness and English reading interest,hoping to make a contribution to the improvement of English reading teaching in senior high school.