Background of the Study
With the development of society and the accelerated globalization, the exchangesof economy and technology between China and foreign countries have beenstrengthened to a great degree. The requirements of society for talents, especially forEnglish learners, are higher and much stricter than before. English learners should beequipped with not only the abilities of listening and speaking, but also excellentreading competence. Reading is the most fundamental and important way for peopleto acquire information and communicate with each other. Only with the help ofreading, could people enhance their knowledge and keep up with the development ofsociety.English reading plays a vital role in English teaching, for it is the most importantcomponent of language competence and the basis of language input. Therefore,reading comprehension ability is regarded as the most important skill among listening,speaking, reading, and writing skills. As is known to all, the grades and learningefficiency of students are largely constrained by their reading comprehension ability.Students in senior high school improve their English a lot with the help of Englishstudies in primary and junior schools. However, their studies in primary and juniorschools mainly focus on vocabulary and grammar instead of the cultivation of theirreading ability. As a result of this phenomenon, the grades and learning efficiency ofthe students in senior high school are inadequate and not quite satisfying. It’s hightime that teachers in senior high school should change their ways of English readingteaching and teach their students to master the reading materials from differentperspectives.
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Purpose of the Study
Traditional reading teaching only attaches importance to the explanation of vocabulary and grammar in the reading materials, especially in senior high school.Influenced by traditional reading teaching, English teachers carry out the readingteaching in this way. As a result, students understand the passage word by word orsentence by sentence instead of regarding the article as a whole discourse. In order toprovide English teachers with a new angle to carry out the reading teaching moreeffectively, the author introduces a new reading teaching model based on discourseanalysis theory.Two research questions remain to be solved in the thesis. Do English teachers insenior high school use discourse analysis theory to guide their reading teaching? Is thedegree of senior high school students’ reading comprehension influenced by theirdiscourse knowledge? If the answer is yes, then what aspects of discourse analysisshould English teachers strengthen in the teaching process in order to improvestudents’ reading ability?
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Chapter One Literature Review
1.1 Discourse and Discourse Analysis
Discourse refers to the natural language which is incompletely constrained bysentence grammar with a complete meaning in certain contexts. It is the branch oflinguistics which coordinates the relationship between lexicology, syntax, phonologyand semantics with the target of achieving specific communication assignment oraccomplishing certain acts by language.The comprehension of discourse are various according to different linguists.Harris (1951) regarded discourse as speech connected together. Pike (1954) claimeddiscourse was t，英语论文题目，英语论文
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