Study On The Application Of Discourse Analysis To English Reading Teaching In Senior High Schools

As the basic education curriculum reform of China enters the stage of comprehensive deepening,great changes are taking place in both the teaching concept and teaching method of middle school education.The English Curriculum Standard of General High School on 2017 puts forward that it is necessary to strengthen the cultivation of students' core qualities and puts forward higher requirements for teaching.English reading teaching,as an important part of English teaching,is constantly innovating.Traditional English reading cannot satisfy the needs of students' comprehensive development.Domestic linguists have put forward various new teaching modes of reading from different perspectives,but the discourse analysis theory takes the lead.This theory emphasizes the context,structure,cohesion and coherence of texts,which plays an important role in cultivating students' analytical reasoning and inductive integration ability and meets the higher needs of English reading teaching.Therefore,it is of great importance to study the influence of the discourse analysis theory on the teaching of English reading in senior high school.The research questions for this study are in the following.1.What is the effect of English reading teaching based on discourse analysis on high school students' reading ability?2.Why does the English reading teaching based on discourse analysis have such an impact on high school students' reading ability?3.How can we apply discourse analysis to English reading teaching to improve high school students' reading ability?This study selected a high school in Kunshan.Two classes in grade eight were chosen as the subject of this research.Each class had 50 students and the total number was 100.All the students in both classes had a pretest before the experiment.The result showed that there was no difference between these two classes.Then the CC used the traditional teaching methods and the teacher paid more attention to the teaching of words and grammar.While the EC used discourse analysis-based teaching method,the teacher paid more attention to the reading strategies and the cultivation of the analysis and inference ability.There was another test between the two classes after the experiment.Apart from that,the questionnaire and interview were applied to examine the reason why the students' reading ability changed a lot.This research applied quantitative and qualitative analysis.The quantitative analysis mainly aimed to the first research question,which examined whether there were any changes about the reading ability of students before and after the experiment.And the qualitative analysis paid more attention to the reasons why the students' reading ability changed a lot.During this process,the author also applied the questionnaire and interview.Data collection and analysis,Independent Sample T-tests was applied to testify the difference between the two classes,and it turned out that there was no difference between the classes.After four months,the Independent Sample T-tests was applied again,and it turned out that there was a difference.In addition,the Paired Sample T-tests was applied to double check.The research result showed that students' reading ability significantly improved for EC.The author also classified reading ability into three sections,which were reading speed,reading analysis and inference,reading integration and induction.The study results presented that the reading speed,reading analysis and inference,reading integration and induction improved a lot as well.The mean score of reading time in EC was 39.06,and it reduced to 36.71.The author found the students could use the text structure and reading strategies to do exercises.Therefore,the reading time of students decreased,which demonstrated that the reading speed of students improved a lot.We can also found that the mean score of students' analysis and inference improved by analyzing and comparing.The mean score in EC was 14,and it increased to 17.12 later,which showed that the students' analysis and inference ability got promotion.The author also used the same way to study the result of integration and induction,which also increased by 1.33.It was also clear that the application of discourse analysis into English reading teaching in senior high school was effective.In order to find the reason why students had a great change in their reading ability,the author applied the questionnaire to examine the students' motivation.In addition,the author also applied the interview to study the effect of the text structure and context.The result shows that the discourse analysis based English reading class plays an important role in the following prat.(1)It improved students' motivation,confidence and interest a lot as well;(2)It promoted the students' understanding of the sentences in a discourse environment;(3)It promoted students' ability of analyzing and inferring of the new words.(4)It promoted students' application of reading strategies;(5)It promoted students' analysis of the text structure.Therefore,the reading ability of students improved a lot.During the real process of the English reading teaching based on discourse analysis,teachers need to pay special attention to these following parts:(1)Build the connection between the student's background and the Text.If the students have the similar background knowledge or same experience with the author,it will be easier for students to understand and infer the content of the text;(2)Help students to identify the discourse markers and cohesive devices.If the students can master the ability of identifying the discourse markers and cohesive devices,it will help students to understand the logical structure between sentence and sentence,which will be beneficial for students to analyze and infer;(3)Cultivate students' ability of identifying the text structure and text genre.If students are able to master the text structure types,such as: compare and contrast,cause and effect,order of time and so on,which will assist students to infer what is going to happen and perceive the purpose of the author,along with the attitude of the author;(4)Cultivate students' ability of summarizing the main idea of the whole paper.If students can find out the main ideas of the paragraph or the passage quickly,the ability of students' integration and induction ability will absolutely improve;(5)Stimulate students' application of reading strategies.If students can apply these strategies such as: predication,skimming,scanning and guessing words' meaning,the reading speed of students will unquestionably get promotion.The teaching implication of this study is that teachers keep a watchful eye on the cultivation of the application of strategies and methods for students,and provide reasonable suggestions.Teachers also need to adjust the teaching strategies according to the practical situation of students.