A Research On The Application Of Discourse Analysis Theory To English Reading Teaching In Senior High School

English reading is a key component of senior high school students’ learning,so the cultivation of reading skills is essential in the process of learning English in senior high school.The English Curriculum Standards for Senior High Schools(2017 Edition)clearly states that discourse is a carrier of language and culture,and teachers should improve students’ reading level by researching and analyzing discourse to enable students to master language knowledge,skills and reading strategies.In addition,more and more scholars and experts have tried to use discourse analysis theory to guide senior high school English reading teaching.In this research,based on cohesion theory,context theory and text pattern theory,the author applies discourse analysis theory to senior high school English reading teaching and proposes the following three research questions:1.What are the effects of English reading teaching in No.1 High School of Fanxian?2.What changes have taken place in students’ reading strategies after the experiment?3.What impact does the application of discourse analysis theory in reading teaching have on students’ reading performance?The author adopts questionnaires,interviews and reading tests as research instruments and selects Class 5 Grade 11 as the EC and Class 6 Grade 11 as the CC.In the EC,English reading instruction guided by discourse analysis theory is adopted,while the CC adopts an English reading instruction method focusing on language knowledge points,vocabulary and sentence explanation.After the four-month experiment,this research mainly has the following two findings:1.before the experiment,it is found that the effect of teaching English reading in No.1 Senior High School of Fanxian is not ideal.Students lack knowledge of reading strategies and are not able to analyze and understand texts based on cohesive devices and text pattern;teachers neglect the teaching of reading strategies and pay attention to vocabulary,sentence patterns and grammar knowledge;and students’ reading level is not high;2.after the experiment,it is concluded that applying the theory of discourse analysis to reading teaching,students’reading strategies have changed and they are able to understand the content of the text in depth from three perspectives:context knowledge,cohesive devices and text pattern;and students’ reading performance is improved.Finally,the author puts forward some pedagogical implications for reading teaching under the guidance of discourse analysis theory,and some suggestions combined for future limitations of this research,hoping to provide references for experts and scholars who do further research on this reading teaching method.