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Listening, speaking, reading and writing are four basic skills in English teaching and learning of seniorhigh schools. According to new curriculum criterion, new requirements and expectations on Englishteaching and learning are raised. As the most important and practical way of obtaining information, readingis a complex process involving linguistic, pedagogical and psychological factors. Reading ability is one ofthe important abilities what students should be cultivated in Senior English syllabus. Improving students’reading comprehension ability is the key point of teaching in English teaching in senior high school.

1.1 Research Background
Discourse Linguistics is one of the branches of linguistics which specializes in the study of texts ordiscourses. It is concerned with not only how texts function as internal coherent systems, but also howcertain kinds of discourses function in relation to their larger sociological contexts. With the developmentof discourse analysis as an independent research area, many scholars are trying to introduce it into teachingpractice in the classroom.McCarthy, M (1991) gave a practical introduction to the field of discourse analysis and its relevancefor language teaching in the Discourse Analysis for Language Teacher and he (1994) described thediscoursal properties of language and demonstrate what insights this approach can offer to students andteachers of language in the book Language as Discourse: Perspectives for Language Teaching. (MichaelMcCarthy, R. C. 1994)Discourse analysis has been studied and used in English teaching in China. Hu Zhuanglin (2001)mainly discussed the application of discourse analysis in language teaching, such as the organization ofclassroom teaching, as well as the teaching of reading, writing, translation, stylistics and grammar in hisarticle named The Application of Discourse Analysis in Teaching. https://www.51lunwen.org/reading/org201211151502001184.html Shen Jufang (2002) discussed thephenomenon in the present college English teaching and the application of the combination of linguisticanalysis with discourse analysis in a large college English teaching in her article Application of DiscourseAnalysis to a Large College English Class.However, the research focusing on high school students are rare. Therefore, connecting with thecurrent situation, this thesis tries to apply discourse analysis to the teaching English reading in senior highschools to check whether it can improve students’ ability of English reading comprehension effectively.

1.2 Research Motivation
In traditional teaching method, teachers are accustomed to analyze linguistic points from the sentencelevel and carry out language teaching. In fact, however, isolated sentences occurs rarely in the applicationof the language and sentences are existed in coherent discourse. When talking about the reading ability,Rumelhart (1980) said that readers sometimes cannot achieve successful comprehension in reading becauseof the short of proper relevant schemata concerning the text. Cizko G (1980) also discovered that readerswith lower-level proficiency in foreign language depend excessively on written signs but readers withhigher-level proficiency in foreign language are depend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。