AnalysisofDiscourseAnalysistoreadinhighschoolEnglishteaching-畢業(yè)論文翻譯

1、An alysis of Discourse An alysis to read in high school En glish teachi ngPaper Keywords: discourse analysis of high school En glish read ingAbstract:the application of the method in theteach ing of high school En glish read ing a long time mai nly traditi onalteach ingmethods, ignoring the overalls

2、tructure of the article. Discourse analysis theoryisapplied to a high school En glish read ing teach ing en ables studentsto grasp the whole discourse helps ability toimprove their read ing and writi ng skills.Traditionalreadinginstruction in the teachingofEn glish read ing, focus only on the level

3、of words, phrases and sentences to explain, which is not conducive to the cultivatio n of stude nts discourse compete nee. Rules ofdiscoursean alysis not only expla in,but also attachimportaneeto the article as a whole emphasison thepoint of the article knowledgestructural analysis paperbased on the

4、 basic theory of discourse an alysis, comb ined with the En glish text, trying to gen eralize the basic steps of discourse analysis applied to the teaching of high ischool En glish read ing.One, the basic theory of discourseanalysisAmerican scholars Harris (Zellig Harris 1952 post & It ;< discour

5、se an alysis > > as the beg inning of Discourse Studies, pulled from the prelude to discourse analysis theory research in China, Huang Guowen published in 1988 &It;&It;Discourse Analysis Summary >>,hebelieves that “discourse an alysis is the con trast senten cesor wordsof paragraphlarger

6、Ian guageun its by theIan guagean alysis researchdiscoursethesenten cesarran gedwith cohesi onandcohere nee,apars ingitspurposeis toexpla inhowpeoplecon structandun dersta nda variety ofcohere nt discourse“ (Hua ngGuowe n, 1988,4.Con verge neediscourse features, it is reflectedin the discourse on th

7、e surface structure the syn tax means(such as an aphora, alter native, omitted, etc. and vocabulary means (such as reproducti onof therelationship between the use of co-occurrenee relations can be expressed in the structure adhesion, structuralcon verge nee. con verge nee is the discourse of the phy

8、sicalnetwork. (Hua ng Guowe n, 1988,10 example:Several people approached. They seemed an gry.We can see that the sec ond senten ce,“ theyrefers to the first sentence,“several people ” .Cohere nee refers to discourse sema ntics associatedcohere ntdiscourse existsin theun derly inglogicalreas oningtoa

9、chievesema nticconn ecti on,it is thediscourseofthein visiblen etwork.(HuangGuowe n,1988,11eon verge neeisa featureof thechapter,cohere neeisa chapterinthe evaluation,it can only bemeasured by readers evaluati on. example:A man walked into a bar. Bars sell good beer. It sbrewed mostly in Germany. Ge

10、rmany went to war with British.This is a con verge neeof discourse, sema ntics,however, it is not cohere nt. Ano ther example:There are five people in our family. They all work inthis city. My father is a doctor. My mother is a nu rse. My brother is a policema n. My sister is a stude nt.Here, in the

11、 order listed logical order of developme nt, thus the cohere nee of the text better.Genre An alysisin volves discoursean alysis,highschool En glish text can be divided into four categories of com mon discourse genre n arrative (n arrati on, descripti on text (descripti on), descripti on of the text

12、(exxpositi on) and argume ntati on(argume ntati on).Genrean alysisapplicati on in the teach ing, help guide stude nts to master the differentchapters belong to different discourse hasstructure.Links to free papers Downl oad Cen ter Second, discourse an alysis applicatio n to read in high school En g

13、lish teach ing stepsCompulsory high schoolEn glish the IV (the PEP unit4 example, specific applicati ons can be divided into the follow ing basic steps.First, thein troducti onof culturalbackgro undkno wledgebefore read ing the beg inningof this part ofthe teachers should give stude nts to add some

14、backgro und kno wledgeabout socialetiquette andcustoms of foreig n stude nts fully un dersta nd the cultural differe nces betwee n the differe nt coun tries.Second, for the content of the article beforeclass warm-up.Teachers shouldfocus on the specificcontent of the article questions the students. B

15、efore expla iningread ing,teachers can ask stude nts somequestions,such as“ Do you agree with the author sstateme nt that body Ian guage is not good or bad? Why or why n ot?“ This allows stude nts to pay atte nti on to in theprocess of read ing thinking, a prelim inary un dersta nding of the author

16、s point of view.Third, pay atte nti on to the Detailed kno wledgeof the Ianguage.Teachers finished the above two steps,this step requires the key sentence of the article, grammatical structurean alysisarticle writ ing style,rhetorical use practices, as well as focus word in detail in terpretati on a

17、nd practice grammar focus of this unit is verb-ing form of attributive and adverbial, teachers can find out some of the words such as“representing ” ,“ moving ” and“smiling, etc. to analyze and understandthis usage.Fourth, the an alysis of the articles con verge neemethod. Lot of pronouns in this re

18、ading,the articleappeared, the teachers should focus on the analysis of these pronouns, guide stude nts to disti nguish the words refer to the relati on ship,such as they, it, these refersrelatio ns, so as to clarify the con text and structure of the article.Fifth, we summarize thecen tralidea ofthe

19、 article. Article, the central idea of & #8203;read ingis of the view that bodyIan guage does not exist in the excha nge of right or wrong, which is a manifestationof the cultural differencesbetwee n thediffere ntcoun tries,various coun triesdiffere nt customs accustomed to a detailed understandingo

20、f the difficulties and dilemmas can beavoided in the excha nge.The ultimate goal is to discourse an alysis theory is applied to the high school En glish classroom discourse teach ing new try, this applicati on will ben efit the stude nts un dersta nd the con text of the structure and content of thearticle from the discourse level, to make stude nts aware ofthe read ing in order to obtai n in