英語論文ApplicationofDiscourseAnalysisinSeniorHighSchoolEnglishReadingTeaching論文設(shè)計

1、 Application of Discourse Analysis in Senior High School English Reading TeachingThesis statement: The combination of cohesion and coherence, macro analysis and micro analysis means of discourse analysis theory with English reading teaching is of great significance and feasibility for guiding senior

2、 high school English reading.IntroductionA. Research backgroundi. Importance of English reading With the increasing demand of global big data network communication, English communication has become the mainstream, which plays an increasingly important role in the world today. At present, language te

3、aching attaches great importance to students communicative ability in the actual situation. Therefore, reading teaching has become the core and main body of English teaching in senior high school. However, the focus of English curriculum reform is discourse, we should pay attention to the acquisitio

4、n, arrangement and integration of language and cultural knowledge. In The New Senior High School English Curriculum Standards (2017, 23), the premise of cultivating language use ability is discourse knowledge. It plays a very important role in understanding and expressing English. In recent years, t

5、he importance of cultivating English reading competence has been gradually reflected in the English test questions of college entrance examination all parts of the country. Taking Shanxi college entrance examination as an example, the questions of English examination papers are mainly in the form of

6、 reading, such as reading comprehension, cloze filling, grammar filling, error correction and writing. As the same time, its examination form and purpose are also changing: from finding out the main idea of the article to correctly inferring the relevant content, from directly investigating the unde

7、rstanding of the sentence to grasping the understanding of the whole chapter. Research shows that these exam subjects are based on reading comprehension , and its aim is to examine the reading ability of students. Students reading speed is not only required to meet certain standards in the college e

8、ntrance examination , but also puts forward higher requirements in the breadth and depth of understanding. Obviously, English reading is an extremely useful and important skill for modern high school students.ii. Problems of traditional teaching model of English reading For a long time, influenced b

9、y exam oriented education, teachers English reading teaching mode is too single, and the teaching content is too modeled, which makes the improvement of students reading ability become a bottleneck. According to the cognition and thinking of the current English teaching mode , the main problems are

10、summarized as follows:First, on the one hand, in the process of traditional high school English teaching, the connection between sentences and sentences is usually ignored, and only the teaching of words and sentences is concerned. This leads to a lack of thorough understanding of structure and disc

11、ourse , so that students can not understand the whole idea of the full text. On the other hand, students are inseparable from the dictionary during reading and cannot independently solve various problems encountered in reading, which enables students to remember only a few phrases and syntax after l

12、earning an article. They cannot understand the authors writing purpose as a whole and lack the ability to summarize paragraphs. Second, because the new textbook involves many contents and complex structure, the teaching task is quite heavy. In the face of the trouble, some teachers only teach the ke

13、y points, while others do not. It violates the principle of cultivating students all-round development in the concept of New Curriculum reform.Thirdly, the traditional teaching methods are too strict and many teachers follow the guidance of teaching materials too much. Classroom teaching only pays a

14、ttention to the form and can not fully present the significance of cooperative, which is harmful to the cultivation of students independent thinking and innovative thinking. All these indicate that this traditional teaching method is against the concept of the New Curriculum Standards of Senior High

15、 School. Therefore, English reading teaching can start from the perspective of discourse analysis, combined with the context to understand and master the function of the discourse, so as to improve students English reading ability.iii. Necessity of application of discourse analysis in the teaching o

16、f English readingTo sum up, learning English passage not only requires students to master difficulties words, phrase and syntactic structures, but also to grasp the whole passage, which is what we need to know. In other words, students can analyze the structure of the passage to find out the cohesio

17、n and coherence of the article and the authors writing intention. The English Curriculum Standard for Senior High School (2017) requires students to meet the following standards when they graduate: understanding the attitude and viewpoint of reading materials; identifying the genre characteristics o

18、f reading materials; understanding the long and difficult sentences in the text; analyzing the sentence structure; and appreciating the literary works with lower difficulty. In the traditional English reading teaching mode, these high standards are difficult to achieve. Therefore, we must introduce

19、the teaching mode of discourse analysis so that students can gradually discover the regulation of discourse and improve their reading comprehension.B. Significance and purpose of the studyAs mentioned above, the traditional English teaching model has various disadvantages. Therefore, in order to rea

20、lize the standards of the New English Curriculum in senior high school, this dissertation combines the theory of discourse analysis with the current situation of English reading teaching to improve students reading ability. Discourse analysis starts with a complete article, so as to achieve the purp

21、ose of understanding the article, analyzing the structure and evaluating the article. Language form, language function and cultural background involved in the article will be given due attention, so as to cultivate students good reading habits and reading comprehension ability (Yang Guohua, 2009). T

22、herefore, applying the theory of discourse analysis to reading teaching plays an important role in improving teachers comprehensive qualities and training students English ability. This teaching method can help students to understand the structure of the text and master the use of words and grammar,

23、 thereby helping students improve their reading habits and reading ability.C. Framework of the studyThis dissertation is divided into five parts. The first part not only introduces the theoretical background of this study and analyzes it in three aspects, but also explains the purpose and significan

24、ce of the study. The second part summarizes the relevant theoretical concepts to be followed in this study, focusing on the concepts of discourse and discourse analysis as well as the research status at home and abroad. The third part expounds the three theoretical foundations based on discourse ana

25、lysis and its application classroom teaching. The fourth part studies the reading teaching mode based on discourse analysis theory, and analyzes its positive effect. This is of great significance for the effective use of discourse analysis in English classes. The fifth part summarizes the conclusion

26、s and deficiencies of this study, and puts forward some new ideas for future research.I. Literature ReviewA. Definition of discourse and discourse analysisi. Definition of discourseIn the works of different experts and scholars, discourse has different meanings. Halliday regards discourse as a langu

27、age unit. He believes that we can learn from the method of studying sentences to study discourse, and with this method we can get a set of mature grammar about discourse. Cook (1989:156) holds that discourse is a series of meaningful and complete languages serving a certain purpose. Widdowson (1996:

28、38) defined it as the language form that can be used in oral and written communication for the purpose of obtaining meaning. Hu Zhuanglin (1994) holds that discourse refers to a language with complete meaning in a certain context, which is not restricted by grammar. Generally speaking, a discourse c

29、onsists of one or more sentence groups, and the various components are connected to each other, which is that they are cohesion in forms and coherence in semantics. Therefore, in English reading teaching, we must focus on the overall understanding of the text.ii. Definition of discourse analysisDisc

30、ourse analysis is usually an analysis of the language in use. Since the 1950s, Harris firs issues articles and initiated the concept of discourse analysis. After that, it has gradually become one of the most basic and worthy of study in linguistics and expanded into an independent discipline. Hu Zhu

31、anglin (2001) pointed out in The Application of Discourse Analysis in Teaching that discourse analysis is a process that enables readers to effectively analyze the meaning of language in text, and to identify the structural patterns of language and various linguistics means of forming structural pat

32、terns. Discourse analysis is a micro and macro study of the whole meaning of a text. Micro research is a means to understand textual cohesion by explaining new words, analyzing syntactic structure and distinguishing the relationship between sentences. Macro research is to grasp its profound meaning

33、by analyzing the structure of the text.The language materials in the compulsory English textbook of senior high school that we are using now are all typical texts, which creates a good precondition for us to apply discourse analysis theory to reading teaching.iii. Discourse cohesion and coherenceCoh

34、esion and coherence, as two vital terms of discourse linguistics, express different meaning in discourse analysis. Halliday first proposed the concept of cohesion in 1964. After the book “Cohesion in English” was published, cohesion really become the term of textual linguistics commonly used by many

35、 linguists. But for the definition of cohesion and coherence, many linguists at home and abroad have given different definitions. Hoey (1991, cited in Liu Chensheng, 1999) thinks that cohesion is a means and way to connect two sentences. As for coherence, Nunan (1991) thinks that coherence makes rea

36、ders think of the text as a whole rather than a simple pile up of sentences without logic. Liu Chenshengs explanation is more illustrative: he thinks that cohesion is an important means of connecting sentences in a text as a whole to create coherence.As can be seen from the above, cohesion and coher

37、ence are important features of a complete discourse, but there are essential differences between them. Cohesion refers to the objective structure of the text, while coherence involves the subjective connotation of the entire text. As coherence is one of the most basic features of a text, the author

38、tries to create a coherent text, while the reader understands and recognizes the text as a coherent text.B. The concrete connotation of discourse analysis theoryi. Macro analysis The macro analysis of a text is mainly reflected in identifying the core sentences, analyzing the structure of the articl

39、e, mastering the theme of the text, the authors position and views and writing intention, with the purpose of understanding the theme of the text from a deep level. Macro analysis of discourse emphasizes that different methods should be adopted according to different genres of discourse. There are t

40、hree methods for macro analysis of discourse:(1)Genre Analysis:There are many ways to classify genres. The analysis of the text from the perspective of genre helps us to control the context of the text from a macro perspective. Hu Zhuanglin (2001) believed that by guiding students to analyze the org

41、anizational structure of different types of texts and the logical relationship between paragraphs. It can cultivate students ability of predicting the style and the main idea. Therefore, teachers should lead students to conduct genre analysis, so as to improve students genre analysis ability and bet

42、ter grasp the text structure of the article in the process of reading comprehension teaching, .(2)textual pattern:Text pattern refers to a method of text classification based on the form and content structure of the text (Liu Chensheng, 1997). There are several modes of Discourse: General - special

43、mode, problem - solving mode and claim - counterclaim mode. Teachers should inform students that Chinese people are used to putting important information or points they want to emphasize at the end of the article. On the contrary, Westerners usually focus on the beginning of a paragraph or a passage

44、. Therefore, students need to gradually form English expression thinking in the process of doing questions.(3)Thematic analysis:The theme is the basic object of discourse discussion, which is a dynamic complex of a series of elements in a discourse, or an integrated combination (Peng Xuanwei, 2000).

45、 Analyzing the theme in a text can help students understand the text better, grasp the central theme of sentence group, paragraph and article better, and promote the development of students thinking level and language learning ability. ii. Micro analysisHu Zhuanglin (2001) pointed out that micro ana

46、lysis is the main means to analyze the characteristics of language forms, identify key words, study discourse cohesion, the relationship between words and sentences, and analyze the pragmatic functions and levels of the above sentences. The micro analysis of text is mainly composed of cohesion and c

47、oherence.(1)Cohesion of discourse: Halliday and Hasan (1976) proposed that cohesion occurs when the interpretation of a certain component in a discourse is determined by another component of the discourse. They classified cohesion into five types, namely, reference, substitution, ellipsis, connectio

48、n and lexical cohesion. It refers to the semantic association between linguistic components in a text, or the relationship between a component in a text and a mutually interpreted component. (2)Coherence of discourse Halliday & Hasan (1976) proposed that the coherence of discourse is manifested in t

49、he coherence of situation and the coherence of register in the subject of discourse. There three characteristics in the coherence of a text. continuity, that is, the adjacent clauses in the text should look after each other or be connected with each other in form by a continuous element; consistency

50、, that is, the front and back sentences should be logically unified; relevance, that is, each sentence must be related to the topic and context of the text.C. Studies on discourse analysis at home and abroadi. Studies on discourse analysis abroadThe study of discourse analysis in foreign countries w

51、as first conducted in the 1930s. J.R. Firth believes that when studying discourse analysis, we should start with context, text and semantics. In 1952, Harris put forward the concept of discourse analysis, which became the symbol of the development of discourse analysis. Later, in his published artic

52、le entitled Discourse Analysis, he pointed out that the relationship between every sentence in a discourse can be analyzed in a larger article. It can be used to study the whole text. In the mid-1960s, discourse analysis developed rapidly. Weinrich first proposed that any language can not be separat

53、ed from the whole text in 1967. In the whole text, language is understood, and without the text, meaning is lost. In 1976, Halliday and hasan published the book “Cohesion in English”, which made the term “cohesion” commonly used and promoted the further development of discourse linguistics. Robert L

54、ongacre has made a more in-depth study of discourse structure. He published The Grammar of Discourse in 1983 and revised it in 1996. He affirmed the significance of the structure of macro analysis proposed by Van Dijk to the text. Later, he defined the macro structure as the key point or abstract of

55、 a chapter (Longacre 2003:3).ii. Studies on discourse analysis at homeCompared with foreign countries, the development of discourse analysis theory in China is much later. It was not until the 1980s that the linguists in china began to discuss and study discourse analysis.Huang Guowen explained the

56、concept of discourse analysis and its theoretical support in a concise and easy to understand language in his book “Summary of Discourse Analysis ”. This is the beginning of our countrys English discourse analysis works, which lays a solid foundation for the subsequent development. In the book, Mr.

57、Huang gives the definition of discourse, which is an organic whole composed of a series of discourse fragments and sentences. Hu Zhuanglin published “Cohesion And Coherence” in 1994. Subsequently,he published “The Application of Discourse Analysis in Teaching” in 2001. The two books respectively dis

58、cuss the theoretical and practical issues of discourse. In order to make the text appear organized and organized, only when we fully call all the micro and macro structures can we make the original irregular text more clear and organized.D. Studies on the teaching of English reading i. Studies on th

59、e teaching of English reading abroadAt the beginning of the twentieth century, foreign scholars set off a wave of research on reading teaching. Palmer (1917) believes that reading is the basis of English learning. Teachers should first guide students to learn listening and reading in foreign language teaching. On this basis, students ability of oral and writing can be demonstrated. In recent years, foreign countries have conducted more in-de