Application Of Discourse Analysis Theory To Senior High School English Reading Teaching

Reading is a major way for students to learn language,and also an important way for students to obtain information.The purpose of English reading teaching in senior high school is to constantly cultivate students’ pragmatic ability.At present,traditional English reading teaching focuses on vocabulary and grammar,while neglecting discourse and pragmatics,which results in students’ learning of English only staying in the surface knowledge of words,words,sentences,grammar,etc,This situation can no longer meet the requirements of the college entrance examination for students’ reading comprehension ability.At present,our school also has an increasingly prominent problem: as a fully boarding public high school in a suburb of Yunnan Province,our school started to build Jinning School of Kunming No.1 Middle School into a regional famous school by virtue of its leading position in education in Kunming No.1 Middle School in 2020.Although there are famous schools running jointly,the real problem is that the teachers are the same,and the teachers still use the same teaching model for many years to teach different students.As a result,the students’ performance each year has not reached the ideal state.Since the autumn semester of 2020,Jinning School of No.1 Middle School in Kunming has begun to enroll students in the main urban area,with nearly 65% the freshmen come from all kinds of junior middle schools in the main urban area.After three years of learning by rote in junior middle school,they can hardly accept the same classroom that completely memorizes knowledge points after high school.Therefore,the teaching methods of teachers do not conform to the learning conditions of students,which ultimately leads to more and more problems in English reading teaching in our school.In order to change the current situation that English reading teaching in our school is completely turned into a vocabulary class and a grammar class,and also to explore effective ways of reading teaching,this paper draws on the relevant knowledge of discourse analysis theory and combines the actual situation of our school to propose the following research questions: 1)Can the teaching of English reading under the guidance of discourse analysis theory cultivate students’ discourse awareness? 2)Can the reading teaching under the guidance of discourse analysis theory improve the overall reading level of students in two classes with obviously different English foundations?The subjects of this experiment are 100 students and 7 English teachers in Jinning School of Kunming No.1 Middle School who have significant differences in their grades.According to the scores of the preliminary examination,there are differences in the students’ reading comprehension ability between the two classes: the overall score of Class 9 is slightly weak,and the average score of the usual test is between 85 and 90;Class 12 has relatively good scores,with average scores of 110-120 in ordinary tests.In addition,the proportion of male and female students in the two classes is close.During the teaching process,it is found that male students perform better than female students in understanding the main idea,while female students perform better than male students in understanding the details.During the experiment,both classes used discourse analysis to teach reading for three months,mainly guiding students to understand the text from the aspects of genre,structure,theme,textual cohesion and coherence.At the same time,the study interviewed seven English teachers in Grade Two,and conducted a questionnaire survey and reading test on the 100 students.Through the preliminary analysis of the above collected data,the following conclusions are drawn within the scope of the research data:(1)The teaching of English reading under the guidance of discourse analysis theory can cultivate students’ awareness of correctly analyzing discourse.(2)In the English class of senior high school,for the students in two classes whose English foundations are obviously different,the adoption of reading teaching based on the theory of discourse analysis can effectively improve their overall reading level,which is mainly reflected in the fact that the average scores of the reading tests of the two classes have increased,especially for the classes with good scores.This paper combines the relevant knowledge of discourse analysis theory with the actual situation of the school,and carries out this experimental study.Finally,it comes to the conclusion that the combination of discourse analysis theory with teaching can help students develop discourse awareness to varying degrees,and then improve their reading level.Finally,this paper also analyzes and summarizes the shortcomings of the experiment: the experiment cycle is not long enough and the number of test samples is small,the experimental results have certain limitations,which cannot represent the situation of all high school students.At the same time,according to this experiment,some suggestions are put forward for the future teaching and learning and follow-up research directions of teachers and students: appropriately extend the research cycle,expand the scope of the experiment,and apply discourse analysis theory to all aspects of English teaching,such as cloze test,discourse test,etc.