An Application Study Of Discourse Analysis In High School English Continuation Task Teaching

Based on English Curriculum Standard for Senior Middle Schools(2017 edition),the new requirements of College Entrance Examination in Zhejiang Province as well as the current situation of continuation task teaching in high schools,it has become one of the important aims to improve students’ language thinking disposition and enrich students’ discourse knowledge in the new era.Discourse analysis theory involves discourse structure,development,internal cohesion and coherence,etc.Given its high value for research,to integrate related knowledge and skills of discourse analysis and the teaching of English continuation task in high school can meet the requirements of the new curriculum standard and the trend of the new college entrance examination.Aiming at continuation task,this research combs through the discourse analysis theories which are practical to high school English reading and writing teaching and put forward some specific teaching methods in practice at the same time.With the help of teaching experiments,the research tries to verify the influence of high school English reading and writing teaching on students’writing proficiency of continuation task and the ability to use cohesive means.Target at the training of continuation task,this research sorts out thematic progression theory together with cohesion and coherence theory.Combined with textbooks and exercise materials,it explains the application methods of related theories in teaching,so as to carry out the reading and writing teaching guided by discourse analysis.The research subject consists a total of 78 students of two classes in senior 2 from a public high school in Wenzhou.A one-semester teaching control experiment is conducted to observe the difference between the effects of the reading and writing teaching under the guidance of discourse analysis and traditional reading and writing teaching on students’ writing proficiency of continuation task and the promotion in the usage of cohesion device.The quantitative analysis method is used to analyze and verify the effect of the teaching experiment.The corresponding data analysis shows that the reading and writing teaching under the guidance of discourse analysis is significantly better than traditional reading and writing teaching,as the former can effectively improve students’ writing proficiency of continuation task,and the promotion effect has been improved over time.The research also finds that although students had a certain foundation in using cohesive means before learning about continuation task,the methods they employed were relatively simple.After the reading and writing teaching under the guidance of discourse analysis,the frequency of students’ using cohesive means has increased and the diversity has become more distinguishing.Meanwhile,the effect of reading and writing teaching under the guidance of discourse analysis is more significant than traditional teaching.Based on the results,this research puts forward the following teaching suggestions that teachers are supposed to do:1)cultivate students’discourse awareness and pay attention to their writing logic;2)infiltrate cohesive means in reading class to enhance the inter-sentence coherence in students’ composition;3)guide students to accumulate authentic expressions according to themes.At the same time,teachers themselves should also formulate teaching plans in advance and clarify the period goals;understand the learning situation and teach specifically;read,think,and write extensively to improve their own literacy skills.