An Action Study Of English Reading Teaching In Junior High School Based On Discourse Analysis Theory

Previous studies have shown that students’ reading ability is closely related to the level of comprehension of the texts they read.Due to the long-term influence of traditional teaching methods,students’ reading of discourse focuses more on words,sentences and grammatical structures,and much of the overall grasp and comprehension of discourse is neglected.Based on the literature review and the problems of reading in teaching practice,it can be found that students have weak knowledge and awareness of discourse in English reading,deal with one-sided texts,focus on the grammar of words and sentences,have low discourse reading skills,and have poor reading effects.This thesis aims to improve students’ English reading skills,help them clarify and strengthen their reading strategies,and make appropriate pedagogical supplements to consolidate and improve their use of the tool.In response to the seriousness of the problems of teaching discourse in English reading,this study conducted an action research on a class in a junior high school in Guizhou Province so as to initially investigate the strategies for solving the problems of teaching discourse in English reading.The study lasted for four months and involved 50 junior high school students with English reading problems.At the same time,two action research studies were conducted to solve these problems,and mixed data were collected through reading tests,interviews,and questionnaires.The questionnaires showed that the mean task-based reading scores of the pre-test and the mid-test were 7.23 and 7.49.Students’ comprehension of reasoning judgment questions and wordmeaning conversion questions still needs to be strengthened,and the mean scores of both are 4.15 and 3.99,which are the two lowest among these five areas.Regarding the post-test,task-based reading had the highest mean score of 8.44 and a 94% correct rate,while reasoning and judgment questions had the lowest mean score and correct rate,at 4.22 and 69.1%.Based on the analysis of the above data,this study draws the following conclusions.First,English reading instruction based on discourse analysis theory has a very positive impact on students’ reading ability.Second,students’ English reading ability is positively influenced by discourse analysis ability.Third,discourse analysis theory positively influences students’ English reading ability in five main ways: English reading habits begin to form,English discourse awareness is rapidly developed,English reading skills and strategies are evenly improved,the accumulation of English language knowledge is improved,and English linguistic knowledge is gradually accumulated.