Research On High School English Reading Teaching Based On Discourse Analysis Theory

According to the requirements of English Curriculum Standard(2017)and reading texts of all kinds of English textbooks,English teachers in Senior High school should be aware that the premise and basis of effective teaching of reading is to make good discourse analysis.Some teachers have changed and updated their way of reading teaching;however,due to the deep influence of traditional teaching method and their limited knowledge on discourse analysis,there exist quite a lot of problems when applying discourse analysis knowledge to their teaching of reading.The research reviews the academic concepts of the term “discourse”,“discourse analysis” and its theoretical basis and it aims to answer the following two questions: 1.Do the teachers in senior high school apply discourse analysis to their teaching of reading and how well do they do it? 2.If the teachers apply discourse analysis knowledge to their teaching of reading systematically in the form of teaching activities,do their students improve their reading ability?In order to investigate the current situation of the teaching and learning of reading objectively,the researcher makes questionnaires,a structured interview and reading tests on the 41 English teachers and 112 senior high students from Tanghu Middle School in Shuangliu District,Chengdu,Sichuan,and also designed 25 reading classes based on discourse analysis during three months.According to the data,the researcher finds out the problems and seeks for some solutions.After the 3-month teaching experiment,comparing the data from the pre-and post-reading tests,the researcher comes to the conclusion: 1.76% of the teachers in Tanghu Senior High school are now applying discourse analysis to their teaching of reading;however,they don’t it as a routine.There is a lack of a systematic knowledge of discourse analysis.2.After the teacher applies the theory systematically in the form of teaching activities,the students have great improvements in their reading test.Their reading ability is greatly improved: the experimental class gets a higher average points than that of the compared class.There are many different perspectives to analyze a discourse but this study chooses the ones from some major works about discourse analysis.Although the study tries tocover all the dimensions mentioned in those books,it is still impossible to have it all.In addition,the sample in this study is two classes from Chengdu Tanghu Senior High with an average grade of 120-130 points in the exam(full marks are 150 points),so it is relatively easy for them to know,understand and use new knowledge.For students from different levels,teachers have to adjust the class activities to achieve the same goal of improving students’ reading ability.