Abstract: This paper aims to sum up and analysis of the long-term high school English teaching, the application of discourse analysis in English Teaching in senior middle school, the teaching of reading to do the following: grasp the discourse structure, establish discourse awareness; to consciously seek for the character or reflect the views of the sentence. Speed catch essence, acceleration of discourse comprehension; in teaching should pay attention to guide students to predict and infer the link between discourse; grasp, to guide students to understand the discourse connotation.
Key words: discourse analysis reading teaching in Senior High School
Analysis and investigation on senior high school English reading status based on the future English reading teaching should focus on the localization in discourse understanding, to grasp the overall essentials of the mainidea, and as a key to understand the intention of the author's analysis. We should pay more attention to the improvement of students' way of thinking and thinking habit and improve the efficiency of reading.
1 grasp the discourse structure and establish the awareness of discourse
1.1 guide students to analyze and grasp the central idea of the text or paragraph
Generally speaking, the article can be divided into four types: description, narration, reasoning and argumentation. Therefore, in the practice of reading, we should pay attention to the analysis of the text structure and the organization of the material. The selection of reading materials to a wide range of topics, a variety of genres, through careful selection of a variety of types of reading materials for the overall teaching, you can classify the reading methods and skills to teach students. If the text as an example, more convincing to the students, the impression will be more profound. For example: I teach in "integrated English Course" high school English tenth class A, first from the text topic to start, let the students predict the text of the article type (typical of the exposition, and then read the text, pay attention to the text mode, find out the key word, in the narrative teaching, let students grasp in the beginning of the sentence the main line to read the text. In the discussion of the text, to remind the students to follow the theme of the sentence sentence of the development of a sentence, the author's point of view, the examples and the final conclusions and other clues to understand.
Discourse analysis teaching plays an important role in improving students' reading ability, cultivating students' ability of analysis, induction, synthesis and inference, as well as the ability of discourse communication. It is an innovative teaching method, which has a wide range of advantages in language teaching. In the analysis of discourse structure, we should grasp the key points according to different genres, and analyze some of the most prominent, the most representative and the most closely related functions of discourse.
1.2 consciously seek to reflect the views of the author or the characters of the sentence, grasp the key to accelerate the understanding of the text
?NMET1999????B?? ???????? ???????? ????????David Tebbutt???????????????????He says that Computer town U K was formed for just the opposite reason, to bring computers to people and make them "people-literate.”?????:People don't have to learn computer terms??)?but the experts have to explain in plain language.From this point of view, David's point of view is to make computer learning simple, universal computer. Discourse analysis is to test the reading comprehension check, but also reflects the requirements of quality education. To guide the students to deal with the information of the topic sentences and the author's viewpoints, the students naturally grasp the following questions. The topic sentence is not the most difficult sentences, in other words, the topic sentences is not difficult, unfortunately in reading, the students are not scared by the sentence is to focus on the analysis of difficult sentences, but ignore the important but not difficult topic sentence, caused a heavy psychological a waste of energy, time and pressure.
2 focus on guiding students to predict and infer
2.1 infer and analyze the implied meaning
In the course of reading, for various reasons, the author of the text does not say what it means, but to express the meaning of the hidden between the lines. In this case, the reader needs to use their own inference ability to grasp the true meaning of the article to express. In addition to the readers to have a certain language knowledge, should also rely on their own knowledge of the world, personal experience with the specific context, we can in fact on the basis of existing implicit understanding the literal meaning in, make correct inferences, please see the following dialogue
A: D o you?cut?your own hair?
B: No .I have it cut at the hair dresser's. Do you cut yours?
A: Yes, I do.
B: It looks like it.
??A, B??????????B????“It looks like it”??????“A?????????”??????????????“A’s?hair?looks?ugly.”??????????????????????????????????????????????????????????????????????????????????
2.2 forecast
The prediction is that readers according to the content of the reading material or provide clues to use their knowledge and experience, the prediction will appear below the explanation or statement, for example, the plot, the result leads to the conclusion or will happen. In fact, the prediction is also a kind of inference, just a kind of predictable inference. There are two direct benefits in reading: one is to test and deepen the understanding of the article, the two is to speed up the pace of reading. As long as we take the initiative to predict, whether it is right or not, we can make ourselves in the test of the hypothesis to find out why some of the predictions, and some wrong. In the process of thinking, deepen the understanding of the article. In addition, after the pre side, we can quickly determine the content of the important, should read carefully; those are not important, can be ignored. This will improve the speed of reading, but also to seize the focus.
Of course, to make the prediction accuracy is high, find clues in the text is very important. In general, the use of discourse markers in this paper can prompt the reader is below will be further explained, or to be converted talkingabout4 or tone: is to illustrate or draw out the results and so on; in addition, one of the book's title and catalog, the title of an article, and the first terminal, and subtitle; each section of the topic sentence is the reader to predict the theme and content, by careless clue.
3 grasp the link between discourse and guide students to understand the meaning of discourse
With the help of cohesion and coherence, the students can understand the reading materials. To understand the meaning of the article level. The link between the sentence and the meaning of the context is called the link of the text. It is because of these bonds that the original sentences do not constitute a meaningful whole. Discourse analysis can guide the students through the analysis of grammatical lexical cohesion, and grasp the relationship between sentence and sentence, paragraph and paragraph. Through the analysis of the relationship between the sentence and the paragraph, grasp the theme of the text. At the same time, it can also grasp the function of the sentence and the text in expressing the whole meaning of the text. Therefore, in the teaching we should pay attention to training students to master even sentence, even a composition of various cohesive devices in discourse structure, pay attention to them in the context of the role transforms.
McCarthy (1993) says coherence is a feeling that a text is a meaningful whole, not a meaningless one. Therefore, in order to understand the profound meaning of discourse, it is necessary to grasp the link of communication context. The common link of the sentence is: the transfer of the bond, the bond, the bond and so on.
1) transfer of language. Transition words connected or turning context tone, make clear the logical relations between sentences; the text of the sentence: the development closely linked to the theme of discourse language fluency, clear easy to understand, to facilitate students smoothly along the way, the significance of the comprehensive understanding of discourse. So we should be good at reading texts
To identify the vicarious language link, and with the connotation in vicarious language link to assimilate the discourse, so as to achieve a comprehensive understanding of the discourse purpose.
2) lexical bond. Lexical link is a kind of medium which can realize the connection of sentences by means of pronouns, nouns, synonyms, antonyms, word repetition and so on. Although there is no sign of this kind of link, but they can make the sentence connection more subtle, more rhetoric and overall coherence.
3) association. In the works of some literary works, the cohesion between sentences is not entirely based on the transfer of the surface of the language, vocabulary, etc., on the contrary, most of them with the help of some of the links between the lines. This requires students to read according to the information provided, the full use of their knowledge has been used to enrich the association and reasonable imagination to understand.
In addition, to strengthen the understanding of the students' cultural background knowledge, pay attention to the differences between different cultural thinking. There is no lack of cultural background knowledge in English and American countries. We all know that the symbol is only a carrier between the author and the reader, only the reader will be linked to the background information and knowledge of the article, in order to achieve the effect of understanding. Different nations have different cultural backgrounds, their values, customs and so on are different. A nation that is justified, accustomed to things, to another nation may be completely unfamiliar, unacceptable.
Finally, the classroom reading and extracurricular reading should be combined. Under normal circumstances, the basic stage of secondary school English class for 6 weeks. In such a limited time, it is impossible to cultivate students' reading habits and interests, enlarge their reading and improve their comprehensive reading ability. Just listen to the classroom, make notes, after-school exercises are not enough. In class and after class, we must work closely together, open up a variety of channels, and create a good reading environment. Teachers can make full use of the existing resources, the establishment of class reading room. In conditional schools, the development of computer software for reading teaching. Teachers have the responsibility to recommend extracurricular reading books to students, and give some guidance to students' extracurricular reading.
Reference
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2 Hu Chundong, Dai Zhongxin. English reading theory [M]. Nanning: Guangxi Education Press, 1998
3. Yellow Chinese discourse analysis summary [M]. Changsha: Hunan Education Press, 1998