王文麗

1.大同市渾源縣第五中學，山西 渾源 037400；2.山西師范大學教育科學研究院，山西 臨汾 041000

The application of discourse analysis theory in English reading teaching

王文麗1，2*

1.大同市渾源縣第五中學，山西 渾源 037400；2.山西師范大學教育科學研究院，山西 臨汾 041000

Reading is the most convenient and effective way to input language information，which is the main content in English teaching.This paper discusses the relationship between discourse analysis and reading teaching and we can apply the theory to improve the students’ consciousness and ability of independent learning，and improve the efficiency of reading teaching.

Discourse analysis theory；Discourse teaching；English reading teaching

一、Introduction

Reading comprehension is one of the main tasks of English teaching to improve students' English reading skills and ability.In the traditional English reading teaching，the teachers have ignored the full layout of the article，language forms，rhetorical devices in the discourse structure and the special communicative functions.In recent years，English teachers pay more attention to the discourse teaching and use it to guide the teaching of English reading.

二、Discourse analysis theory and discourse teaching

In 1980s，discourse analysis theory came up，which attached importance to not only language points but also the whole structure of the reading materials.Discourse analysis consists of two types，one is to take the discourse as a process which discusses the factors related to the forming and understanding of the discourse；the other is to take the discourse as a product to train the students’ ability of analyzing and evaluating the text at different points of view.

The discourse teaching is a teaching method which takes text as a basic unit and emphasizes the principles of integrity，content centric.Based on the analysis of the whole text，teachers and students can analyze the text structure firstly and the cohesion and coherence between paragraphs then to enable students to master the theme of the text and grasp the functions of some sentences in the whole text，thus avoiding the phenomenon of isolated language learning in the traditional reading teaching.

三、The application of the discourse analysis theory in English reading teaching——Discourse analysis in teaching is usually divided into three stages

The first stage is the English reading macro introduction，mainly related to the reading training of the discourse background information and the style frame of the reading material.Analysis of discourse structure is the focus of discourse teaching，which reveals the essential characteristics and main features of different genres of discourse.Understanding the framework helps students more accurately understand the specific discourse meaning and grasp the key points.

The second stage of discourse analysis in English reading teaching is micro analysis，mainly related to the training of the logic connection among the paragraphs，key words，phrases and sentences.Its purpose is to help students understand the language points in the text，search for key information and analyze the cohesion between sentences and paragraphs.

The third stage of discourse analysis in English reading teaching is the overall absorption，which refers to that students analyze and understand the main contents and central idea of the text.It requires students to find out the deep meaning of the text on the basis of the whole reading comprehension.

四、The positive roles of discourse analysis theory in English reading teaching

(一)Improve the effects of English reading teaching

Discourse teaching method guides the students to find out the main idea of the article and secondary to the interference information.It helps to train students’ comprehensive analysis and reasoning ability.

(二)Help to understand the semantic association in discourse

An article usually contains surface meaning and deep semantic meaning，namely semantic association.Semantic association requires students to use analytical reasoning to find out the textual meaning invisible layer of network.

(三)Help to the conversion of the role of the students

In the traditional teaching of reading，the teacher is the main body to input knowledge and students can only passively accept the teachers’ outputting.The rational use of the discourse analysis theory is helpful to students’ active thinking，and to cultivate the students’ ability of autonomous learning.

五、Conclusion

Discourse analysis teaching is a teaching method characterized by playing the main role of students in reading teaching and overcomes the disadvantages of traditional teaching to raise the students’ ability of comprehensive analysis and language expression and improve the quality of English reading teaching.Therefore，the discourse analysis teaching method is an effective way to cultivate students’ self-learning ability，reading ability and language ability.

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王文麗(1990-)，女，漢族，山西人，山西師范大學教育科學研究院2013級碩士，山西省大同市渾源縣第五中學，學科教學(英語)專業(yè)。

G633.41

A

1006-0049-(2017)01-0097-01