A Survey On The Text Analysis In English Reading Teaching In Senior High School

In senior high school,English reading is the essential and difficult points in students’ learning process.Students’ ability to understand and analyze texts directly affects their English reading ability.On the one hand,General Senior High School Curriculum Standards（revised 2020）point out that texts carry linguistic knowledge and cultural knowledge,conveying cultural connotations,value orientations,and ways of thinking.Text is the primary carrier of language learning.On the other hand,Improving students’ reading comprehension ability is inseparable from the usual effective reading teaching.Therefore,more and more front-line English teachers begin to pay attention to text analysis and try to use text analysis to lead teaching according to the stipulation of curriculum standards.The object of this research is to investigate the status quo of applying text analysis in English Reading Teaching in three senior high schools of different levels in Anhui Province and the status quo of students’ text analysis ability.From the perspective of text analysis and combined with the status quo of senior high school English Reading Teaching,the following three research questions are proposed:（1）The current situation of senior high school students’ text analysis ability.（2）The application situation of text analysis in senior high school English reading classes.（3）How do teachers cultivate senior high school students’ text analysis ability in daily English reading teaching?Based on the relevant theories and research status of text analysis,this research investigates the current situation of text analysis in English reading teaching in three senior high schools in Anhui Province using three methods: classroom observation,questionnaire,and interview.Firstly,the author investigated 517 students and 18 English teachers from three senior high schools and analyzed the collected data through SPSS.Secondly,the author conducted respectively 18 classroom observations in 6 classes of three schools to observe the use of text analysis in reading course.Finally,the author used simple random sampling to select 6 students and 6 English teachers from the questionnaire participants for the interview.The author analyzes the survey results and draws the following conclusions:First,High school students’ use of text analysis in reading is not systematic and comprehensive.Generally speaking,context analysis is better than genre analysis and cohesion analysis.Second,in senior high school English reading teaching,some English teachers consciously use text analysis.However,there are few comprehensive applications of text analysis.For example,genre analysis is seldom used.In addition,the author puts forward some suggestions for teachers in daily reading teaching based on the findings and analysis,hoping to provide a reference for the further promotion of text analysis.