An Experimental Research In The Effect Of Summary Writing Teaching Model On Cultivating Senior High School Students’ Discourse Competence

The New English Curriculum Standards for General High Schools(2017edition)states that teachers should use discourse study as a logical starting point to carry out effective teaching design,helping students understand the meaning of discourse and use different discourse genres for communication,thereby developing students’ language abilities.Discourse competence is an important component of students’ language ability,so the cultivation of discourse competence is of great significance.Based on this,this paper aims to explore the application of discourse analysis theory in senior high school English teaching,integrating summary writing into discourse teaching,designing an effective summary writing teaching model that combines reading and writing to cultivate students’ English discourse competence.This study adopts a combination of questionnaire survey,interview survey,and experimental testing to conduct experimental research in the first year of a high school in Nanchong.The questions and aims of the research are as follows:(1)What is the effect of summary writing teaching model on cultivating senior high school students’ discourse competence?(2)What are the different effects of summary writing teaching model on cultivating senior high school students’ discourse competence with different English writing proficiency?During the four months experimental teaching process,the author adopted the "REDP" summary writing teaching model in the experimental class.The control class still adopts the traditional teaching method of summary writing.Through the analysis of survey questionnaires,test data and interview,it can be concluded that:1)This summary writing teaching model has a positive effect on cultivating high school students’ discourse competence.From a macro perspective of discourse competence,the post experimental results indicate that the students in the experimental class show significant differences in discourse structure analysis and content understanding compared to the students in the control class.Based on the results of questionnaires and interviews,the teaching model of combining reading and writing in summary writing has helped students improve their discourse competence in distinguishing discourse genres,processing primary and secondary information,and clarifying the primary and secondary structures of discourse.From the micro perspective of discourse competence,the "REDP" summary writing teaching model can cultivate students’ accuracy in language expression,language cohesion,and coherence.2)This teaching model of summary writing has different impacts on the English discourse competence of high school students with different writing proficiency.Specifically,this teaching model can significantly improve the discourse competence of high and medium level students,while the effect is not significant for low level students.Finally,through the teaching implementation process and interview results of summary writing teaching model,suggestions for discourse teaching and students’ discourse competence cultivation in English teaching are proposed.