A Study On The Application Of Discourse Analysis In English Cloze Test Teaching In Senior High School

Cloze test,as an important test question type in the college entrance examination,has always been a difficult point to be overcome in English learning in senior high school,largely because students lack discourse awareness and cannot apply discourse thinking to the text,so the score is low and students are tried of learning.As a result,students’ ability to understand and analyze discourse directly affects the development of their English reading ability.“General High School English Curriculum Standard（2017 Edition）” proposes that teachers should help students to form and improve discourse awareness when teaching.Therefore,more and more experts and scholars in the field of education begin to try to use discourse analysis to guide teaching.In this paper,the author tries to apply the contextual method,genre method,cohesion method and coherence method of discourse analysis theory to senior high school English cloze test teaching,and explores new methods of senior high school English cloze test teaching through classroom observation,questionnaire survey and interview.The specific research questions are:1.How effective are students in applying discourse analysis methods to senior high school English cloze test? How is the acceptance of the students? Which methods are commonly used?2.What difficulties do teachers encounter when applying discourse analysis methods to the teaching of cloze test? How is the teacher’s grasp?3.What is the current status of teachers applying discourse analysis methods to cloze test classrooms? Is it generally accepted or understood by students?Based on the relevant theories and research status of discourse analysis,this research uses three methods of classroom observations,questionnaire surveys and interviews to investigate the current situation of discourse analysis in English reading teaching in a senior high school in M city,H province.The author selects 220 students and 5 English teachers from five classes in the second grade of senior high school as research objects.First of all,the author carries out a survey on 220 students in five classes in the second grade of senior high school,and analyze the collected data through SPSS26.0.Secondly,the author conducts interviews with 5 English teachers.Finally,the author conducted a total of 10 classroom observations in five classes to observe the use of discourse analysis in reading lessons.The author analyzes the survey results and draws the following conclusions: First,some students lack the awareness of using discourse analysis methods when taking English cloze test.Second,when teachers apply discourse analysis methods to cloze test explanations,because some students have weak discourse awareness,teachers need to continuously improve their teaching.However,under the efforts of teachers,students also generally accept and learn to use it.Third,in senior high school’ class English cloze test teaching,some English teachers use discourse analysis method consciously,but lack the comprehensive application of discourse analysis method.Analysis methods such as genre analysis and context analysis are rarely used,so students are also limited by the use of methods.In general,teachers who use discourse analysis methods in the class can more arouse students’ interest in cloze test,and students’ speed and accuracy of question-making also discourse awareness have improved.In addition,in order to make the discourse analysis method better applied to the teaching and learning of English cloze test,the author provides some teaching inspirations and learning suggestions for teachers and students,hoping to help the discourse analysis method in senior high school English cloze test application,do further promotion research and provide reference.