语篇分析理论在高中英语阅读教学中的应用

语篇分析理论在高中英语阅读教学中的应用 摘 要：在外语教学中，阅读时提高语言综合能力的重要性历来得到广泛应用，因此阅读教学一直是英语教学的重要内容。随着《普通高中英语课程标准》的颁布和实施，学生的语篇理解和综合运用英语知识的能力再一次摆在非常重要的位置上来。新英语课程标准中要求学生在做英语阅读时，必须具有较高的阅读理解能力，能从语篇结构和语境的高度出发，深层理解和揣摩作者的观点态度来达到更好地文章理解。为了探讨阅读教学的最佳途径，本文借鉴阅读和语篇分析理论，提出在高中英语阅读教学中运用语篇分析理论改善阅读课效果，以提高学生阅读能力。 关键词：语篇分析 ； 不足 ； 高中英语阅读 i. the significance of the study in the real situation, foreign language teaching in china always has concentrated on grammar and vocabulary, especially in reading class of senior high schools. teachers always keep explaining the usage of individual words and the structures of sentences. this teaching method only stays at a sentence level. as a result, students who received such kind of teaching only ⅰmemorize the specific words and sentence structures. but they are incompetent at understanding of the whole passage not even say the whole article. this thesis tries to prove that discourse analysis can be integrated efficiently in the present teaching of reading in senior high schools of our country. by applying this method, teachers can help students to get to know the relationship between sentences and paragraphs with the analysis of lexical connection. after analyzing the relationship among each paragraph can they get the theme and main ideas of the text. by knowing the important role of the theme in the passage, students can easily change their reading habit from focusing on parts to the whole, which can build up their understandings of the article and improve their reading abilities. teaching method and developing students’ discourse competence effectively ⅱ. the studies of discourse analysis in china and abroad 2.1 abroad study condition in 1952, zellig harris wrote an article entitled discourse is the discourse analysis, published in proceedings of language magazine. since then, the term discourse analysis is known gradually. groups of researchers have entered the field and carried on the research of the study. this period of time of study is the embryonic period of words analysis, its characteristic is some sporadic research respectively, has yet to form system, its influence is small. halide stares at in its handbook of discourse ana to add to is that: the discourse (discourse) is the semantic units. in certain circumstances occur language behavior are discourse as the basic representation. in recent years, some scholars and teachers to discourse analysis into the field of language teaching, publishing a number of discourse analysis textbooks. from the linguistics and pedagogy theory research discourse problems and the middle school english teaching problems more, all the works have strong theories, such as systemic functional linguistics . 2.2 domestic study condition the traditional reading teaching is in the grammar-translation method by the guidance of theory. it is stressed that grammar analysis is to understand the semantics, if language is used exactly as a standard measure of understanding. students focus on vocabulary and grammar but not the whole passage. in the passive position, because of lack the deep understanding and association ability, reading speed do not increase the use of ability to keep up communication. from the teacher’s point of view, the emphasis on the traditional theory of a letter from the corresponding phonemes, phrases of a sentence set of translation relations, language, point to explain the context are often not closely linked, that is closely linked to a comprehensive analysis of discourse context. since psychologists nuttal (1982) suggested that reading is ”an interactive process of exchange interaction, and the foreign language reading described as” asking for positive and active discourse ”it was gradually recognized that reading should be active readers and exchange of two-way activity, is an interactive process. of their information through text coding, and decoding to get the reader through the text’s meaning, in the process, readers that students should give full play to the initiative. a considerable period of time, such as j. gnesfield and noamchomsky linguists have said: ”the sentence is the highest level of the language unit.” linguist halliday (1976) in his