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The Application of Discourse Analysis in Higher-vocational College English Reading Teaching

Author: DongYanPing
Tutor: PanBingXin
School: Hebei Normal
Course: English Language and Literature
Keywords: Discourse analysis theory Teaching of reading Reading ability
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 230
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Abstract

English Reading Teaching English Teaching reading students access to the most effective means of information and language input is to improve the basis of students' language skills and interpersonal skills. Higher Vocational Education English Curriculum basic requirements for students in reading a new goal. However, the status and effect of today's college English teaching of reading and not satisfactory. Most of the higher vocational English teaching of reading using the traditional methods of teaching reading, teacher-centered teaching focused on the level of words, sentences, grammar and ignore the importance of discourse analysis in teaching, which makes the student can not article, the lack of understanding from the perspective of Textual Communication integrated use of language and reading abilities has not really improved. This article looks at the use of the theory of discourse analysis, Discourse analysis on the basis of the analysis of cognitive psychology reading reading teaching methods, the use of the theory of discourse analysis on students' English reading teaching. The success of the English reading class requires teachers and students have a clear understanding of the nature of reading in the article, the author illustrates the nature of reading from the perspective of cognitive psychology. Cognitive psychology advocated the study of the structures and processes of mental activity to emphasize the interaction between the individual and the environment, it is considered efficient reading is a matter of authors and readers, and can be realized through discourse process of interaction, discourse analysis to improve student reading ability and efficiency has a pivotal role. On the basis of cognitive psychology, this paper introduces the basic theory of discourse analysis. Discourse analysis theory emphasizes the understanding of the article rather than on the level of discourse analysis of isolated words. In the theory of discourse analysis, discourse is not static, passive, but dynamic, proactive. Therefore, reading is not a simple decoding process, but rather a complex process, effective reading requires two-way communication between the reader and discourse. The theory emphasizes teaching students as the center, not only to focus on imparting general knowledge of the language, but also to focus on training students to use reading strategies to improve reading skills, to enable students to better grasp the chapter's overall analysis, to understand the author's intention of writing, understand the layout and content of the article, so as to improve their overall reading comprehension. Discourse analysis not only of great theoretical value of linguistic research, and English teaching also has application value. The teaching of reading based on the theory of discourse analysis is feasible in college English teaching of reading, as well as the extent to which it can promote and enhance higher vocational English teaching of reading yet to be tested. Therefore, the authors of discourse analysis theory for college English teaching of reading and take quantitative empirical research methods to verify the effectiveness of Discourse Analysis in College English teaching of reading. The present study the subject is students from Hebei Engineering and Technical College. The subjects were divided into experimental classes and control classes, the experimental class students' Discourse Teaching, control classes using traditional teaching. Before the experiment and after the test, the two classes of students have carried out a questionnaire survey questionnaire reflect the teachers in teaching Discourse Analysis applying knowledge of the of discourse teaching and students. All subjects participated in two vocational English proficiency reading test that measured before the experiment and rear. Teaching experiment, SPSS statistical software related data analysis. Discourse analysis theory the Teaching and experimental research data, the following conclusions: (1) Discourse Analysis in Higher Vocational English Reading Teaching is feasible; (2) discourse can promote students 'self-analysis can improve students' reading comprehension strategies and a comprehensive understanding of the chapter; (3) Discourse Analysis to stimulate student interest in learning, learning to play the initiative; (4) Discourse Analysis learning, so that students more independent language learning. Finally, the author of this article proposed in vocational English teaching, teachers should pay attention to the use of Discourse Analysis, in order to develop students' reading ability. But still inadequate in the present study, the researchers hope for more in-depth research in this area in the future.

The Application of Discourse Analysis in Higher-vocational College English Reading Teaching

Abstract

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