Study on the Application of Discourse Analysis in Reading-Writing Integrated Teaching for Senior High School English Education

Abstract

English reading and writing instruction is a core component of high school English teaching, exerting a profound impact on students' language proficiency development. As the primary channel for language input, reading lays the foundation for improving writing skills, and the reading-to-writing approach serves as an effective method to achieve this goal. Based on systemic functional linguistics theory, this study explores the application of discourse analysis in high school English reading-to-writing instruction. By defining the concepts and functions of discourse analysis and incorporating specific teaching cases, the study examines the key aspects of discourse analysis and its implementation strategies. The findings indicate that discourse analysis enables students to deeply comprehend the thematic context, logical structure, and linguistic features of texts, thereby facilitating the transfer of knowledge gained from reading to writing practice. Furthermore, this study proposes teaching strategies such as thematic exploration, discourse deconstruction, and transfer innovation, aiming to enhance students' discourse analysis skills, reading comprehension, and writing proficiency. Ultimately, through the integration of theory and practice, the study provides a feasible reference for integrating reading and writing instruction in high school English teaching.