An Investigation On Senior High School Students’ Discourse Analysis Competence And Discourse Awareness

The English Curriculum Standards for Senior High Schools(2020)emphasizes the necessity of cultivating senior high school students’ discourse analysis competence and discourse awareness.However,influenced by traditional grammar teaching method,some teachers still ignore discourse analysis in their reading teaching.Besides,relevant research on senior high school students’ discourse analysis competence is insufficient.The author uses questionnaires,tests to investigate 100 senior high school students’ status quo of discourse awareness and discourse analysis competence,the correlation between students’ discourse awareness and discourse analysis competence as well as the influence of different dimensions of discourse awareness on students’ discourse analysis competence.Besides,teachers’ attitudes towards discourse-based teaching and their discourse-based teaching strategies are also investigated.By analyzing the statistics,the following conclusions are drawn: firstly,students’ current discourse analysis competence is at the intermediate level,and their discourse analysis competence shows great differences.Besides,the high-level group’s discourse analysis competence differs significantly from that of the low-level group.Secondly,students’ discourse awareness is a little higher than the medium level,but their discourse awareness in different aspects varies greatly.Among these aspects,students’ awareness of genre analysis and awareness of context are much stronger,while their awareness of inferring writing attention and awareness of cohesion and coherence are weaker.Thirdly,there is a significant positive correlation between students’ discourse analysis competence and their English discourse awareness.The stronger students’ discourse awareness is,the better their discourse analysis competence is.However,the influences of students’ discourse awareness in different aspects on their discourse analysis competence show some differences.Lastly,most teachers have recognized the importance of the cultivation of students’ discourse analysis competence.But influenced by different kinds of factors,some teachers still ignore discourse analysis in their English teaching,and what is most likely to be neglected is the cultivation of students’ competence of context analysis and competence of inferring writing intentions.As for teachers’ teaching strategies,most teachers combine the introduction of discourse knowledge with guiding students to analyze discourses.