A Study On The Influence Of Discourse Analysis-based Reading Teaching On The English Writing Level Of High School Students

As one of the basic skills of language learning and application,writing is a very important part of English learning.The “General High School English Curriculum Standards(2017Edition)” also imposes higher requirements for writing.Whether it is “comprehensive language ability” or “core English literacy”,both attach great importance to increasing students' discourse knowledge and cultivating students' discourse awareness in order to improve students' writing skills.At the current stage of high school English writing teaching,teachers prefer the traditional writing training model in the classroom,ignoring the cultivation of students' discourse analysis and comprehension ability,hence some discourse problems in students' writing,such as improper use of cohesive means,disorganized discourse structure,inconsistent tense and semantic incoherence,etc.In this case,it is necessary to introduce a new teaching model in English class to improve students' writing.In this research,the author integrates the discourse analysis-based reading teaching model into the senior high school English writing training.Based on discourse analysis theory,input-output hypothesis and schema theory,the author guides students to make relevant analysis of the text at the macro and micro levels,helping students to understand and learn the cohesion and coherence of the text,the organization of the text and other discourse-related knowledge,so that students can gradually master writing skills,thereby further improving their writing proficiency.This research mainly adopts experimental method,questionnaire survey method and interview method to study and discuss three main questions:(1)What are the influences of discourse analysis-based reading teaching on the English writing performance of high school students?(2)What are the influences of discourse-analytical reading teaching on the English writing proficiency of high school students in terms of the discourse dimension?(3)After carrying out the discourse analysis-based reading teaching,what changes have taken place in students' attitudes?The experiment lasted for twelve weeks.The author took the students in two classes in grade one at senior high school as the research subjects,and the two classes were divided into experimental class and control class,with the experimental class adopting a discourse analysis-based reading teaching and writing training model.The control class used traditional training model.After the experiment,the author compared and analyzed the writing scores and questionnaire data of students through the Excel and SPSS26.0,and the interview results and written text were analyzed with examples.The research results show that:(1)Compared with traditional reading analysis methods and writing training,discourse analysis reading teaching is more conducive to improving the English writing performance of high school students.(2)The discourse analysis-based reading teaching model has affected students' English writing proficiency in terms of discourse cohesion,discourse organization and discourse tense consistency,and it is found that at the discourse level,the current senior high school students' English writing mainly has such problems as the misuse of tense,the Chinesizing of article conception,the irregular use of text organization,and the improper use of cohesive means.(3)After carrying out the discourse analysis-based reading teaching,students' interest in writing has increased,and their attitudes towards writing have become positive.