A Research On The Application Of Discourse Analysis Theory In Senior English Reading Teaching

English reading is one of the important ways for people to obtain general information effectively.It is also one of the four basic skills that students need to acquire in English learning.Recently,many researchers abroad and at home are devoted to finding effective ways to improve students’ English reading ability.The discourse analysis theory may help students build abundant discourse knowledge,in which they may recall the relevant knowledge from their own memory quickly.According to the discourse characteristics and its logical relationship between paragraphs,students predict and verify reading materials probably.In this research,the discourse analysis refers to a process of discourse coherence,which supplies the link between sentences and paragraphs as a whole for students to understand the theme in depth.However,empirical researches on the application of the discourse analysis theory to high school English reading teaching are scant at home.Therefore,based on related researches on the discourse analysis theory,this research mainly discusses the following two questions:1.What effect does English reading teaching guided by the discourse analysis theory have on students’ reading attitudes and interests?2.To what degree does English reading teaching guided by the discourse analysis theory improve students’ English reading achievements?In order to answer the research questions above,this research took students of Class331 and Class 328 in Xiang Yuan No.1 middle school as research subjects.The research lasted 10 weeks and research tools included questionnaires,tests and interviews.Before the experiment,the author gave the same reading questionnaire and reading test to the students of the two classes to investigate the current situation of English reading and their achievements respectively.During the experiment,English reading teaching guided by the discourse analysis theory was applied in the experimental class.The stereotyped teaching method was used in the control class.After ten-week experiment,the author handed out a second questionnaire and interviewed twelve students to check whether students’ attitudes and interests were improved in the experimental class.Moreover,the students of the two classes were tested with reading papers by the author.Independent Samples T-test and Paired Samples T-test in SPSS 20.0 were used to analyze the results.By analyzing the experimental data,it can be concluded that applying the discourse analysis theory into English reading teaching arouses students’ interests,enhances students’ confidence and improves their motivation towards English reading.Furthermore,students’ reading achievements have been improved obviously.According to the research results,the author supplements some implications and suggestions,hoping to provide some reference for empirical researchers in the future.