更新时间：10-11 （梦溪）提供原创文章
Abstract：
Reading is an important means for people to obtain information, and the main output mode of English learning. Reading teaching has been in a very important position in English teaching, but the present situation of junior high school English reading teaching in China is not optimistic, and students cannot grasp the true reading ability. This paper firstly introduces discourse analysis and its related theories, and the significance of introducing them into the study. In the second place, lots of examples are given to explain how discourse analysis works in the real teaching process.
Key words: discourse analysis; junior high school; reading teaching; cohesion; schema
Contents
Abstract
摘要
Introduction-1
Chapter one Status Analysis and the Significance of Introducing Discourse Analysis Into the Study-3
1.1 The importance of junior high school English reading teaching-3
1.1.1 Reading is in demand in the age of explosive knowledge-3
1.1.2 Reading is important for grammar and vocabulary-3
1.1.3 English reading is the key-point of junior high English teaching-4
1.2 The Existing problems of junior high school English reading teaching in China-4
1.3 Relevant theories of Discourse Analysis-5
1.3.1 Cohesion Theory-6
1.3.2 Schema Theory-7
Chapter two Application of Discourse Analysis Theory in English reading teaching of junior high-8
2.1 The application of Discourse Analysis to improve teaching strategy-8
2.1.1 Macro-analysis of the structure-8
2.1.2 Micro-analysis of the details with Cohesion Theory-8
2.2 The application of Discourse Analysis to modify reading methods-9
2.2.1 Prediction-9
2.2.2 Skimming-9
2.2.3 Scanning-10
2.2.4 Guessing meanings of new words-10
2.3 The application of Discourse Analysis in reading test-11
Chapter three The Application of Discourse Analysis in Steps of English Reading Teaching in Junior High School-13
3.1 Pre-reading-13
3.1.1 Theoretical basis-13
3.1.2 Case study-13
3.1.3 Summary-15
3.2 While-reading-15
3.2.1 Theoretical basis-15
3.2.2 Case study-15
3.2.3 Summary-17
3.3 Post-reading-18
3.3.1 Theoretical basis-18
3.3.2 Case study-18
3.3.3 Summary-19
Conclusion-19
Bibliography:-20
Acknowledgements-23