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Discourse Analysis Theories Applied to English Reading Teaching in Senior High Schools

Author: ShiChao
Tutor: GuoRuiZhi
School: Shaanxi Normal University
Course: Subject Teaching
Keywords: Teaching of reading Discourse Analysis Discourse competence
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 341
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Abstract

2003 With the promulgation and implementation of the high school English curriculum standards (experimental version), students Discourse understanding and the ability to use knowledge of English once again put in a very important position up. New curriculum requires students in English reading, must have higher reading comprehension, starting deep understanding of and try to figure out the author's point of view the attitude from the discourse structure and context. The traditional English teaching only focused on the teaching of grammar and vocabulary and sentence structure, and can not understand the whole discourse, so the teaching effect is not ideal. However, based on the discourse pedagogy enables students to learn to capture the overall theme of the article thinking the moment to achieve teaching objectives widespread implementation of a new teaching method (Chen Li, 2006). This paper aims to verify that apply discourse-based English reading teaching high school English teaching, greatly improved student discourse awareness and discourse competence, in order to effectively improve the accuracy rate of high school students' English reading. This paper questionnaire to understand the teacher and students read the status quo, and put forward opinions and suggestions. And experimental research by trying to verify the textual reading teaching model to promote student interest in reading, improve reading effect the validity, explore a more effective and rational discourse-based reading instruction mode, to make up for improved the present text reading pedagogy insufficient place. This thesis is divided into five chapters: the first section briefly describes the importance of the teaching of English reading and analysis of the college entrance examination in recent years to strengthen reading ability test efforts as well as the current teaching of reading existing problem. Finally, the use of discourse analysis in teaching theory to improve students' reading comprehension ability. The second part describes the theoretical basis for Discourse teaching reading, discourse analysis of convergence, consistent and genre analysis. Discussed in more detail on the characteristics of high school reading instruction into discourse analysis, content and discourse analysis. The third part is the experimental verification portion. From Tianjin fifty-fifth secondary two classes in the study were divided into experimental classes and control classes. 50 people in each class, respectively, they have the same level of English and teachers. In the experimental class, discourse analysis theory teaching. Control classes, traditional teaching methods are used. The authors do a semester experiment, data collection, including front and rear, as well as a survey of the supplemental data. The fourth part of the statistical analysis of the data, based on the analysis of the results of the third part of the problem are discussed in detail. Part V concludes, textual analysis of the high school English teaching is effective, positive. Of course, it is inherent limitations also need a high school English teachers in the process of using it to improve, improve.

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