The Application Of Discourse Analysis In Senior English Reading Instruction

As we all know,reading is a main approach of language learning and spreads knowledge to all of people.Meanwhile,English is a widely used language at present,from which people can obtain information and knowledge.As a result of them,English reading has become an important channel for people to learn,which is a basic skill in English study.Besides,the requirement of new curriculum standards of senior high school has put forward that students should promote the ability of language knowledge study,cultural understanding and multiple thinking development,as well as studying strategy on basis of different discourse analysis.More importantly,our county has stepped into information age,in which people need to communicate with each other and get message by English reading around the world.What has been mentioned above shows that English reading is the key to learning English.How to teach English reading well for senior high English teacher is a problem that needs to be solved.In traditional English reading class,the teacher-centered teaching method appears to dominate of all time.Teachers always explain words,sentences and addresses grammar structure by analyzing long and difficult sentences.At the same time when students take notes,they more focus on vocabulary,phrases and grammar,but ignore broad and deep relationship between words,sentences,and paragraph in reading material.Secondly,with the new course standard reform progressing and the question type changing in college entrance examination,it is seen that reading comprehension based on discourse analysis has increased and new curriculum standards of senior high school(2017)addresses that students should master discourse knowledge and master structure character of discourse and finally improve the understanding of the discourse.During this process,teacher should guide students to obtain information and express opinions by using discourse.In view of those,it is of great necessity to introduce discourse analysis to students in English reading class because it is promising to improve students’ reading ability and scores.The author aims to analyze 3 questions: 1.Will the discourse analysis applied in senior middle school English reading instruction enable students to obtain higher performance? 2.Whether is the ability of students’ discourse analysis in reading improved by discourse analysis training? 3.Will the application of discourse analysis at senior middle school English reading promote their reading ability? When the author did experiment,class 3 and class 4 in Wen Xi No.2 school were chosen to be experimental class and control class.And research method that the author adopt were two tests and two questionnaires.This experiment lasted 3months,during which discourse analysis teaching method was carried out in the experimental class,while control class used traditional method.After 3months,the author made an analysis done by spss26.0 about the data that was collected by author.According to the grades analysis of experimental class and control class before and after experiment,and analyzed questionnaire,the research findings showed that discourse analysis teaching method applied in English reading class can improve students’ reading ability and scores,with which students mastered more reading strategies when reading materials.The pedagogical implications is that if discourse analysis is applied in senior middle school,it should focus on teacher’development and different reading strategies related to structure of discourse.