Study on English Reading Teaching for Non-English Majors under the Guidance of Discourse Analysis Theory

Abstract

Within the spectrum of English learning endeavors, English reading undoubtedly occupies a pivotal position. Nevertheless, conventional instructional paradigms in English reading tend to overemphasize grammatical rules and lexical items, while neglecting the cultivation of students’ comprehensive command of English reading skills and their capacity for systematic textual analysis. Such an approach, albeit conducive to enabling students to accumulate a certain vocabulary size and acquire fundamental grammatical knowledge, to a significant extent constrains their reading comprehension proficiency and their ability to analyze complex texts.Discourse analysis, as an effective approach to reading instruction, is gradually attracting extensive attention from the educational community. As a scientific and systematic method of reading teaching, it can effectively make up for the deficiencies of traditional reading instruction and provide strong support for students' all-round development. This paper aims to explore the application of discourse analysis in English reading teaching and its impact on students’ reading ability. It is hoped that this study can provide new ideas and methods for English reading teaching, helping students not only master linguistic knowledge in the reading process but also improve their comprehensive literacy, so as to achieve all-round development.