Application Research Of Discourse Analysis In English Reading Teaching In Secondary Vocational School

The teaching of traditional English reading focuses on the analysis and explanation of language points and neglects the training of students’ ability of discourse analysis.Lack of discourse knowledge leads to students’ lack of rules,regulations and low interest in English reading.In2020,English Curriculum for Secondary Vocational Schools was promulgated by the Education Ministry of People’s Republic of China,in which discourse analysis is required in many different aspects.The related research of discourse analysis theory,in particular,has laid a foundation for the formation of the new teaching model of English reading.In the process of discourse analysis reading,students can deepen their understanding of the language,enhance their analysis ability of the reading text,and improve their comprehension ability of reading.In this study,two theories related to discourse analysis are used,one is the theory of discourse pattern,the other is the theory of discourse cohesion.The combination of cohesion and discourse pattern theory runs through this thesis.Based on discourse pattern and cohesion theory,the author attempts to apply the macroscopic and microscopic reading analysis method in discourse analysis into the practical English reading teaching in secondary vocational schools,which aims to improve the specific reading abilities of the students in summarizing the main idea,inferring,searching for the details and guessing the meaning of words to arose the students’ interest in reading.On the basis of literature review and discourse analysis,cohesion and coherence in discourse analysis,discourse pattern theory,considering the actual difficulties of the students in English reading,this paper makes an empirical study on the effect of English reading teaching in secondary vocational schools on students’ reading ability,reading interest,and attempts to answer the following three questions:1.What is the effect of the vocational school students’ interest in English reading after applying discourse analysis in English reading teaching?2.What is the effect of the vocational school students’ specific ability to grasp the main idea,make inferences,search for details and guess the meaning of words after applying discourse analysis in English reading teaching?3.What is the effect of the vocational school students’ English test scores after applying discourse analysis in English reading teaching?This study was conducted among the students of the second year in a vocational school in Zhongkai high-tech zone,Huizhou,Guangdong Province.The participants of the study were two parallel classes with 50 students for each,and the teaching environment and conditions are almost the same.In order to get better understanding of the general situation of students’ daily reading,the author first conducted a pre-test both in the experimental class and the control class before the experiment.In the20-week experimental period,the control class still used the traditional reading teaching mode,but in the experimental class the discourse analysis teaching ran through during the reading teaching.During the research,four monthly exams were held by the school,and the author recorded and analyzed the scores for each month of EC and CC as one kind of data.At the end of the experiment,the interview was given to six students from the experimental class and the post-test was also conducted.In the study,the author used means scores from pre and post-test and the specific types of questions scores along with the four monthly exam scores in reading as data to analyse,and interview was also explained at the end of the research.Through the data analysis,here are the main research findings: 1.Students’ interest in reading is enhanced by the teaching mode of discourse analysis.2.Students’ ability of grasping the main idea,making inference,searching for details and guessing the meaning of words can be improved under the teaching mode of discourse analysis.3.Students’ reading test scores can be improved under the teaching mode of discourse analysis.The research proves that students’ reading interest and ability can be enhanced after applying the discourse analysis reading teaching.This research not only has practical theoretical significance,but also has practical value.