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analysis is the study of the quality of coherence.McCarthy (1991:5) says that discourse analysis is a combination of language and context.What’s more, he thinks that the context and background knowledge are very important inreading.
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Chapter III Theoretical Framework...... 16
3.1 Discourse Analysis at Macro-level....... 16
3.1.1 Text Types..... 16
3.1.2 Textual Pattern ..... 18
3.2 Discourse Analysis at Micro-level........ 22
3.2.1 Cohesion........ 22
3.2.2 Context .......... 25
Chapter IV Research Design ......... 26
4.1 Research Questions ......... 27
4.2 Research Subjects..... 27
4.3 Research Instruments ...... 28
4.4 Procedures of the Research .... 30
4.5 Data Collection and Analysis ........ 34
4.5.1 Questionnaires Data Collection and Analysis ....... 34
4.5.2 Tests Data Collection and Analysis......... 35
Chapter V Results and Discussion ....... 36
5.1 Influences on Students’ Cognitive Reading Strategies ..... 36
5.2 Influences on Students’ Reading Achievements........ 40

Chapter V Results and Discussion

5.1 Influences on Students’Cognitive Reading Strategies
Frequency stands for the different analysis of the data. And different categories arebelonging to the different samples. It is clear about the attitudes of the students towards thesestrategies through their choices. So it can be found out what kind of methods the teacher usesin the teaching of reading and whether the students’ cognitive reading strategies can beimproved.From the data, it can be easily found that the mean of skimming is 2.628. It is between 2and 3, which means that the students sometimes use skimming in the reading and sometimesnot. That is to say, the students are not very clear about skimming. And its Std Derivation is1.042. It is bigger than 1. The Scale of Frequency of students’ choices is from 1.586(2.628-1.042) to 3.670 (2.628-1.042). So the scale of frequency is quite wide. The choices ofthe students differ from each other. Some students may think it is true for them to use thestrategy of skimming in the reading. And some students may think it is sometimes true forthem to use the strategy of skimming in the reading. Also others may think it is not true forthem to use skimming. So it can be seen that the students are not quite clear about usingskimming in reading.

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conclusion

The major findings of this paper are including:
(1) Using discourse analysis in the teaching of English reading can help develop thestudents’ reading achievements, especially for those high school students. This can be provedby the experimental data. It is obvious that the students improve a lot in the experimentalgroup while the students in the control group are almost the same in general. Besides, thesimilar result can be concluded in the questionnaires.
(2) Using discourse-based English reading can improve the discourse awareness of thestudents. The analysis of the results from the questionnaires can prove that the students oftendevelop some discourse habits and discourse reading skills through a period of learning.
(3) Knowing something about discourse theories, the students can use discourse-basedreading theories into reading. The students used to recognize the vocabulary and the 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。