| Reading is the capacity that readers use writers’ eyes to comprehend the world.English reading,as an important input for second language acquisition,is a way for students to learn knowledge of the language,the logic of an article and an overall structure of a text.It is also one of the four basic skills(speaking,listening,reading and writing)that students need to master in English learning.Discourse analysis theory believes that English reading should not just focus on the understanding of words or sentences,but pay more attention to the analysis of its micro perspective(context,cohesion and coherence)and macro perspective(genre and textual pattern).Therefore,readers can understand authors’ writing intentions,language system and organizational structure better,which helps to improve the learner’s overall language ability.However,the author has found that the internship school is using the grammatical translation strategy in English reading teaching,which is based on interpreting words,phrases and sentences in reading class.Moreover,this “fragmented” teaching strategy does not play an important role in ameliorating students’ English reading competence.On that account,the author has conducted a one-semester research on the school’s English reading teaching,which is guided by the discourse analysis theory.And this research mainly focuses on three issues:(1)What are the problems regarding English reading teaching in No.13 Middle School?(2)What changes have taken place in students’ reading strategies after the experiment?(3)What are the effects of discourse analysis theory on students’ reading competence?More importantly,this study is based on the application of discourse analysis theory,and relies on the support of cohesion theory,coherence theory,schema theory and context theory.Besides,the experiment is closely combined with reading tests,interviews and questionnaires to analyze the influence of discourse analysis theory in the reading teaching.Additionally,the author chooses two classes of the eighth grade of the school as the research subjects.The author has set Class 10 Grade 8 as the EC and Class 9 Grade 8 as the CC.In EC,the author has applied discourse analysis theory to reading teaching,especially its reading instruction.Specifically,the author has guided students to master the linguistic knowledge of the article from a micro perspective,and to interpret the topic and overall structure of the article in a macro perspective.In contrast,the traditional English reading teaching strategy that is based on vocabulary and sentence explanation has been used in CC.Consequently,there are three main findings in this study:(1)Before the experiment,the English reading scores of the students in the experimental class are not satisfactory,mainly due to the lack of analysis and judgment ability of the article’s cohesive technique and overall structure;(2)After the experiment,through the English reading teaching based on discourse analysis theory,students’ reading strategies have changed and they can better understand the general idea of the article;(3)English reading teaching based on discourse analysis theory improves students’ English reading performance.Finally,for the purpose of striving for more perfect reading teaching experiments in discourse analysis theory,the author has put forward the following suggestions to the school’s English reading teaching.Firstly,the number of participants should be increased in order to get more convincing data and more credible results.Secondly,the experimental instruments should be more professional to ensure high data accuracy.Thirdly,the duration of the study must be longer in order to explore the theme of the experiment.Eventually,much more meaningful teaching designs should be composed carefully and applied thoroughly for further study. |
