A Study On Application Of Cohesion Theory To English Narrative Reading Teaching In Senior High School

Narrative reading is an important genre component of English teaching in senior high school.With the development of the times,students’ reading ability of narratives is increasingly significant in society.However,the traditional narrative reading teaching in the past can no longer meet the higher demands from society,and its shortcomings are becoming more and more obvious.Relevant studies show that before the 1960 s,English reading teaching focused on analyzing and explaining the gist and main idea of the article from the surface of the text,which was a relatively traditional reading teaching mode are becoming increasingly obvious.Domestic and foreign research on the cohesion theory of discourse shows that integrating the cohesion theory into narrative reading teaching is more conducive to students’ narrative reading learning.The thesis aims to explore the teaching effect of high school English narrative reading under the guidance of discourse cohesion theory.This thesis is based on the questionnaire survey method,supplemented by testing and interview.Three research questions are addressed in this study: First,what is the current situation of narrative reading for Grade 1 of a senior high school in Queshan County? Second,how does the application of the theory of discourse cohesion in the teaching of narrative reading affect students’ narrative reading strategies? Third,to what extent does the application of cohesion theory to English narrative reading improve students’ narrative reading ability?Based on the above questions,90 students from two classes of Grade 1 of a senior high school in Queshan County participated in this survey.SPSS statistical software is used for data analysis based on the research questions mentioned above.Qualitative methods mainly include questionnaire analysis,comparative analysis of differences,comprehensive analysis of causes,and general generalization.The conclusion was reached from the analysis of the valid data collected.The findings are as follows: First,Students lack the knowledge of discourse cohesion,and it is difficult for them to use reading strategies related to the knowledge of discourse cohesion to help themselves read and understand narrative;Second,English teachers in senior high school can use the theoretical knowledge of discourse cohesion to teach narrative reading,but their knowledge of discourse cohesion is not systematic and comprehensive;Third,The teachers’ teaching way of narrative reading still pays attention to the teaching of words,sentences and grammar,and ignores the whole pattern of narrative discourse;Fourth,the teaching of narrative reading under the guidance of discourse cohesion theory can promote students’ narrative reading ability,especially in terms of skimming,scanning,guessing word meaning and recognizing reference.It is a feasible and effective teaching mode.