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bsp;communication—who  is  involved  and  what  is  the relationship, what is the situation, through what medium, what is the function and so on”.  (Cao  Chunchun  2003:5)   In  general,  any  item  which  is  related  to  language  use  in communication belongs to the field of discourse analysis.   Widdowson (1980) and Halliday (1976) believe that discourse analysis is the study of discourse coherence. Brown & Yule (1983) in the book Discourse Analysis puts forward “The analysis of discourse is, necessarily, the analysis of language in use”. (Brown & Yule 2000:1) Michael Mc Carthy points out, “Discourse analysis is concerned with the study of the relation between context and language. Discourse analysis grew out of work in  different  disciplines  in  the  1960s  and  1970s  which  includes  semiotics,  linguistics, anthropology and sociology.” (Michael Mc Carthy 1991:5) G. Cook (1989) believes that discourse  is  a  coherent  stretch of  language,  while  discourse  analysis  is  the  research  and explanation of the quality of coherence.  
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2.2 Theoretical Basis
The macro analysis of discourse mainly refers to genre and context of discourse. In this part, the author mainly provides a clear and detailed illustration of genre and context. Analyzing a discourse genre is the first thing to do to understand the whole structure of  a  text.  Different  genres,  different  communication  functions  may  form  a  variety  of language styles and discourse patterns. As a key component of discourse features, genre has a great influence on discourse. There are three main types: exposition, argumentation, and  narration.  Different  genres  have  different  organizations,  structures,  different arrangements  of  chapters  and  different  relationships  between  paragraphs.  As  long  as teachers guide the students to analyze the genre of various discourses, they can foster the abilities of students to predict the content and pick out the topic sentence before reading, which  can  help  the  students  have  a  better  understanding  of  the  text.  Thus,  English teachers should not only teach grammar in the sentence, but first help the students know the  main  idea  of  the  text.  Only  in  this  way  can  they  help  the  students  improve  their ability  to  recognize  various  texts  and  help  the  students  gradually  form  a  discourse thinking pattern and then master the usage of the grammar in the text.  
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Chapter III Research Methodology ......... 17 
3.1 Research questions ........... 17 
3.2 Subjects .... 17 3.3 Instruments ....... 18 
3.4 Research Procedure .......... 18 
3.4.1 Introduction of discourse analysis theory contributing to senior grammar teaching ....... 19 3.4.2 Application of discourse analysis to senior three grammar本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。