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teaching ........ 23 
3.5 Data collection and analysis ..... 27 
Chapter IV Results and Discussion .......... 28 
4.1 The analysis of students? performance in grammatical filling ......... 28 
4.2 Discussion ........ 29 
Chapter V Conclusion ....... 31 
5.1 Summary of the research .......... 31 
5.2 Implications ...... 32 
5.3 Limitations of the research ....... 32 

Chapter IV Results and Discussion 

4.1 The analysis of students’ performance in grammatical filling  

The  experiment  was  carried  out  in  senior  three  during  the  first  semester,  which lasted about 5 months. The teaching materials used in the experiment were grammatical filling  testing  papers.  Both  experimental  group  and  control  group  were  taught  by  the same  teacher.   Before  the  experiment,  the  students  took  pre-test,  the  content  of  which was  the  2014  National  College  Entrance  Examination  II  Grammatical  Filling.  The pre-test was a part of the Month Test  I of Senior  Three.  Both the experiment group and the control group took the test under the same condition. And it is certain that there was no  cheating  in  the test.  So,  all  these  could  ensure  the  reliability  and  validity  of  the data collection. After that, traditional grammar teaching was used in control group and the one based  on  discourse  analysis  theory  was  employed  in  experimental  group.  After  about  5 months? training, post-test was taken, the content of which was 2007 Guangdong College Examination Grammatical Filling. And the post-test was a  part of the Month Test  IV of Senior  Three.  The  genre  of  both  tests  is  narration  and  the total  score  is  18.75. To  check whether  discourse  analysis  teaching  can  improve  the  student?  performance  in grammatical filling, the scores were compared. The results are presented in the following tables. 

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conclusion

Former  researches  on  discourse  analysis  theory  were  mainly  related  to  reading, especially  to  college  reading.  And  some  were  related  to  middle  school  reading.  All  the researchers  proved  that  discourse  analysis  theory  were  helpful.  In  this  research,  the findings  support  the  view  that  discourse  analysis  theory  contributes  to  senior  three grammar  teaching.  According  to  the  experiment,  main  theories  helpful  to  grammatical filling  are  grammatical  cohesion,  genre,  context  of  discourse,  theme-rheme.  Teache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。