A Study Of The Application Of Discourse Analysis Theory To English Reading Teaching In Junior High School

In the process of junior high school English learning,obtaining information through written language is the main way to learn a language,so reading can provide the most effective language input.The teaching of reading has played an important role in English teaching all the time.Nowadays,when we pay attention to the cultivation of students’ language communication,the reading teaching of junior high school English teaching is the vital part in the initial stage.However,there is a common phenomenon in English teaching,that is high input and low output.In actual teaching,teachers more emphasize on students’ learning of words and grammars,but they fail to realize the importance of discourse analysis,which leads to students’ unclear thinking when analyzing a slightly difficult article.However,discourse analysis focuses on semantic coherence and textual awareness.Therefore,in order to significantly make students’ reading ability better,teachers can use the discourse analysis theory to reading teaching.Based on the discourse analysis theory,the study explores two questions in reading teaching :(1)What are the effects of the application of discourse analysis theory on students’ reading comprehension ability?(2)What are the changes of students’ attitudes towards reading learning after the application of discourse analysis theory in English reading? With the guidance of qualitative and quantitative study,the author selected two classes in Grade 9 of Hongqiao junior high school in Shenyang,which were the experimental class and the control class.And the author used questionnaires,interview and tests to carry out this study.During the three-month teaching,the discourse analysis teaching model was adopted in the experimental class,while the control class carried out the traditional teaching mode.In the process of the experiment,the author conducted pre-test and post-test on them and compared the results.Finally,the author collected the data and analyzed it with the statistical software SPSS 22.0 and drew a conclusion about the experimental study.The experimental results show that the new teaching mode has great advantages over traditional reading teaching model.Through analyzing the results between pre-test and post-test comparatively,it can be proved that this new mode can improve students’ scores.According to the data statistics of the questionnaires before and after the experiment,the discourse analysis theory can cultivate their interest in reading and change their reading habits and attitudes.Therefore,the teaching model based on the discourse analysis theory can enhance students’ discourse awareness and greatly improve their overall reading ability.