An Action Research Of High School English Reading Teaching Based On Discourse Analysis

Nowadays,in reading teaching,teachers mainly focus on teaching language forms and language structures,but ignore the teaching of meaning patterns and context features,which makes that students have poor performance in communicative awareness,and have problems in seeking for discourse meaning and important information.And some teachers pay more attention to teaching and understanding correct meaning and context,but neglect the teaching of basic pronunciation,vocabulary and grammar.The negative result of this is that students’ language foundation is not very well,and they often make mistakes in pronunciation and spelling of vocabulary and structure analysis of grammar.New Curriculum Standard(2017)mentioned that language learners study language in a real and comparatively complete discourse,so language study is a unit of discourse,instead of a unit of single word phrase,or sentence.However,pronunciation,vocabulary,and grammar make up a discourse,and they play important roles in understanding and constructing a discourse.Namely,language teaching should be surrounded by discourse.The research is based on register theory and genre theory which are from discourse analysis.In this research,the researcher combined the three elements of register theory,including field of discourse,tenor of discourse,and mode of discourse,with genre to analyze reading teaching discourses from what,why,and how respectively.And the researcher implemented a reading teaching model put forward by Zhang Delu to make reading teaching designs and guide the reading teaching.Under the guidance of the reading teaching model,senior high school students not only can improve the accuracy in spelling and pronunciation of vocabulary and the accuracy in classifying grammatical structures,but also can connect discourse and discourse context with the author’s attention and communicative purposes,and then students can understand the meaning and function of discourse from a macro level.In this research,the researcher implemented English reading teaching based on discourse on class XX,Senior 2,XX Senior High School by using two rounds of action research.Before implementing action research,a questionnaire was used to collect the data,and the researcher analyzed the data to get students’ problems in reading learning and formed research questions in this thesis.Researcher questions are as follows.(1)In what ways or activities can the reading teaching model motivate students’ reading performance in English class in the light of register and genre?(2)In what aspects can students improve their reading competences under register-and-genre-guided instructions? The first round is the stage of trial and exploration,which focuses on class teaching of reading.And the second round is the stage of adaption and improvement.During the research process,the researcher analyzed the changes of students’ reading before and after the action research by collecting data from tests,questionnaires,interviews and teacher’s logs,and discussed the effects on students’ reading learning under register-and-genre-guided instructions.After the research,the following points can be found.Firstly,to some extent,the reading teaching model can motivate students’ reading performance in English class in the light of register and genre of discourse analysis.Focusing on several problems occurred in reading classes,the researcher designed following teaching activities based on register theory and genre theory of discourse analysis,such as adding teaching step of vocabulary and sentence,having more group discussions,and guiding students to draw mind maps.Secondly,after the practice of English reading teaching in senior high school based on register theory and genre theory of discourse analysis,the researcher analyzed students’ scores in reading tests before and after the action research.It was found that students’ performance in finding detailed information,concluding the main idea,inferring the author’s intention,and clarifying the article structure improved a lot.And by collecting data from questionnaires,interviews,and teacher’s log,the researcher analyzed it from four aspects,including field of discourse,tenor of discourse,mode of discourse,and genre.It showed that students’ competences had a great improvement,including capturing the main idea and structure of the article,figuring out the author’s intention,using vocabulary in different contexts and having awareness of stylistics and communication.