A Case Study of Discourse-Oriented Analysis of English Reading Comprehension Test in Senior High

Abstract

Reading comprehension is an important way for foreign language learners to improve their language competence, while discourse analysis is an important factor that affects reading comprehension. Previous studies have mainly focused on reading teaching guided by discourse analysis theory, and discourse-oriented analysis of English reading comprehension test is rarely involved, which is of crucial importance in high school English learning. This study adopts one case study and collects data by classroom observation and interview to inquire three different types of teachers’ beliefs about analysis of English reading comprehension test, ways of discourse-oriented analysis of English reading comprehension test items and relevant effectiveness. It is found that the more discourse knowledge is applied in class, the higher the teaching efficiency would be achieved and students’ participation would be involved in. Therefore, in reading teaching class, teachers should guide students to read and analyze the passages deeply, figuring out the thematic meaning, basic contents, stylistic features, content organization structure, language style and main idea, etc. While analyzing reading comprehension test items, teachers can apply previous acquired discourse knowledge if needed. Discourse knowledge will help teachers guide students to analyze and find out proper thinking and useful skills to do reading comprehension questions. It will also be helpful for teachers to abandon the traditional way of analyzing reading comprehension test items and organizing teaching based on the nature of discourse.