本问探讨测试话语教学理论在高中英语阅读课堂教学效果,特定于试图解决以下三个探讨问题,即了解高中英语阅读教学和学生的阅读习惯的近况,语篇教学理论在高中英语阅读教学效果如何和话语略论如何作用学生的阅读过程中的问题，英语论文，目的是证明语篇略论在英语阅读教学是有效的。
Chapter One Introduction
Listening, speaking, reading and writing are four basic skills in English teaching and learning of seniorhigh schools. According to new curriculum criterion, new requirements and expectations on Englishteaching and learning are raised. As the most important and practical way of obtaining information, readingis a complex process involving linguistic, pedagogical and psychological factors. Reading ability is one ofthe important abilities what students should be cultivated in Senior English syllabus. Improving students’reading comprehension ability is the key point of teaching in English teaching in senior high school.
1.1 Research Background
Discourse Linguistics is one of the branches of linguistics which specializes in the study of texts ordiscourses. It is concerned with not only how texts function as internal coherent systems, but also howcertain kinds of discourses function in relation to their larger sociological contexts. With the developmentof discourse analysis as an independent research area, many scholars are trying to introduce it into teachingpractice in the classroom.McCarthy, M (1991) gave a practical introduction to the field of discourse analysis and its relevancefor language teaching in the Discourse Analysis for Language Teacher and he (1994) described thediscoursal properties of language and demonstrate what insights this approach can offer to students andteachers of language in the book Language as Discourse: Perspectives for Language Teaching. (MichaelMcCarthy, R. C. 1994)Discourse analysis has been studied and used in English teaching in China. Hu Zhuanglin (2017)mainly discussed the application of discourse analysis in language teaching, such as the organization ofclassroom teaching, as well as the teaching of reading, writing, translation, stylistics and grammar in hisarticle named The Application of Discourse Analysis in Teaching. Shen Jufang (2017) discussed thephenomenon in the present college English teaching and the application of the combination of linguisticanalysis with discourse analysis in a large college English teaching in her article Application of DiscourseAnalysis to a Large College English Class.However, the research focusing on high school students are rare. Therefore, connecting with thecurrent situation, this thesis tries to apply discourse analysis to the teaching English reading in senior highschools to check whether it can improve students’ ability of English reading comprehension effectively.
1.2 Research Motivation
In traditional teaching method, teachers are accustomed to analyze linguistic points from the sentencelevel and carry out language teaching. In fact, however, isolated sentences occurs rarely in the applicationof the language and sentences are existed in coherent discourse. When talking about the reading ability,Rumelhart (1980) said that readers sometimes cannot achieve successful comprehension in reading becauseof the short of proper relevant schemata concerning the text. Cizko G (1980) also discovered that readerswith lower-level proficiency in foreign language depend excessively on written signs but readers withhigher-level proficiency in foreign language are depend，英语论文 |
