The Discourse Approach to Reading-to-Write Model in High School ELT

Abstract:This paper mainly studies the application of discourse approach to reading-to-write model in high school English language teaching (ELT). First, the paper introduces the discourse knowledge of genre, cohesion and coherence as well as the reading-to-write model. The relevant studies about the application of the discourse approach to the reading-to-write model are reviewed. Then this paper discusses how to teach students to analyze the reading material at the level of discourse in the reading stage through the teaching experiment which finally encourages students to apply the discourse knowledge to their own writing after reading.

The results of the research show that applying the discourse knowledge to the reading-to-write model can help students write smoothly by fitting in with the context of the reading material in terms of genre, and achieve cohesion and coherence in their writing.

Key words: discourse analysis, reading-to-write model, ELT

语篇分析在高中英语读后续写教学中的应用

摘  要:本文主要探讨语篇分析在高中英语教学读后续写环节的应用问题。文章首先介绍了语篇分析中的体裁、衔接和连贯三个概念以及读后续写作为一种新教学模式的概况。在综述语篇分析应用于读后续写的相关文献和研究基础上，本文通过教学实验着重阐述如何在高中英语教学中将语篇分析知识应用于阅读阶段，然后促使学生进一步将语篇分析知识应用到写作过程中。

研究结果表明，将语篇分析应用于读后续写环节能够帮助学生在写作中比较自然地达到与阅读文本的语篇体裁相一致，同时使作文内容衔接，行文连贯。

关键词：语篇分析；读后续写；高中英语

Contents

1. Introduction 1

2. The discourse approach to reading-to-write model 4

2.1 Genre, cohesion and coherence 4

2.2 Reading-to-write model 5

2.3 Relevant studies on the discourse approach to reading-to-write model 6

3. The application of the discourse approach to reading-to-write model in high school ELT 8

3.1 Focusing on genre 8

3.2 Focusing on cohesion 9

3.3 Focusing on coherence 10

4. The effect of the discourse approach to reading-to-write model on students’ writing 12

4.1 Completing the story in terms of genre 12

4.2 Fitting in with the context by the cohesive ties 12

4.3 Creating the new contents 13

4.4 Achieving the cohesion and coherence 13

5. Conclusion 14

References 15

Appendix 17

1. Introduction

According to the newly issued English Curriculum Standards for High Schools, the concept of key competences and values for Chinese students’ development has been proposed. Students in high schools are to be developed as a well-rounded person, having the solid culture foundation and being equipped with the ability of self-development. When the key competences and values come to the English language teaching and learning, language competence, thinking quality, culture awareness and learning capacity are emphasized. English learning is a process for students to construct their knowledge actively through memorizing, understanding, applying, analyzing, evaluating and creating. They are also expected to integrate language knowledge and skills into language practice, develop the thinking quality in analyzing and dealing with problems, strengthen the cross-cultural awareness and learn how to learn. According to the English Curriculum Standards for High Schools, the contents of English curriculum are the basis of developing key competences and values, including six elements, i.e. thematic context, discourse type, language knowledge, cultural knowledge, language skills and learning strategies. Among the six elements, thematic context and discourse type are specifically elaborated. Thematic contexts cover the contexts of human and self, human and society, human and nature, which provide topics and contexts for English learning. And discourse types contain oral and written discourse and different genres to broaden the scope of language learning. These are the new requirements for high school students. As for teachers, accordingly, the approaches to English language teaching need to be adjusted or improved.