| As an essential part of language skills,English reading is a necessary way to obtain information.The Compulsory Education English Curriculum Standard(2022)emphasizes that students’ comprehensive and expressive skills should be cultivated.As a vital part of the comprehensive skills,English reading teaching is increasingly important.There is no doubt that classroom questioning is a necessary and common method in English reading teaching.In order to optimize the effect of classroom questioning,Pei Song(2011)introduced problem chain into English reading teaching.According to Pei,the well-organized questions as a series of clear question groups which are mutually independent and connected according to certain internal logic relations are called problem chain.The reading teaching steps of problem chain are mainly divided into two stages: the designing stage which consists of three steps: sorting out the clues,listing the concept map,designing problem chain and the classroom teaching stage which is composed of displaying the problem chain,listing the concept map and finally sorting out the clues.To organize reading teaching activities well,it is necessary for teachers to analyze discourse fully and profoundly and set appropriate problem chain.Therefore,this thesis tries to apply problem chain based on discourse analysis to English reading teaching in junior high school for research.Based on Input hypothesis,Zone of Proximal Development and Problems Continuum Theory,this thesis selected 100 students from the ninth grade of a junior high school in Longnan City and used English reading tests and English reading strategies questionnaires as research instruments to answer the following two questions:(1)What effects does the application of problem chain based on discourse analysis in English reading teaching class have on students’ English reading achievements in junior high school?(2)What effects does the application of the problem chain based on discourse analysis have on students’ use of English reading strategies? During the experiment,the experimental class adopted the instruction with problem chain based on discourse analysis while the control class used PWP teaching model for English reading teaching.After a semester of experimental study,SPSS 27.0 was utilized to analyze the data from two tests and questionnaires.The study put forward the following results:(1)The application of problem chain based on discourse analysis to English reading teaching can improve junior students’ English reading achievements.(2)The application of problem chain based on discourse analysis can improve junior students’ frequency of using English reading strategies.This thesis proposed some implications for English reading teaching in junior high school.First of all,teachers should fully analyze discourse to design appropriate problem chain to help students comprehend reading materials.Secondly,teachers should provide opportunities for students to come up with questions to improve students’ class participation.Lastly,self-reflection is necessary for both teachers and students to improve themselves. |
