题目Title：基于语篇分析理论的高中英语阅读教学实证研究
Title: An Empirical Study on High School English Reading Teaching Based on Discourse Analysis Theory

摘要Abstract: 本研究基于语篇分析理论，旨在探讨将语篇层面的教学策略引入高中英语阅读课堂的可行性与效果。通过前测—干预—后测的实证设计，以两所高中的两个平行班级为研究对象，采用问卷、课堂观察记录和阅读理解测试等多种工具收集数据。研究结果表明：①在教学中系统地引导学生关注篇章结构、连贯标识及语境要素，能够显著提升其整体理解水平；②语篇分析策略的训练有助于学生在阅读过程 中主动构建语篇意义，提高学习动机；③教师在实施过程中应结合具体文本类型灵活调整策略导入方式。研究结论为高中英语阅读教学提供了新的理论视角和实践路径，对丰富我国中学英语教学法具有重要借鉴意义。
Abstract: Based on the theory of discourse analysis, this study aims to explore the feasibility and effect of introducing discourse-level teaching strategies into high school English reading classrooms. Through the empirical design of pre-test-intervention-posttest, two parallel classes in two high schools were taken as the research objects, and various tools such as questionnaires, classroom observation records and reading comprehension tests were used to collect data. The results show that: (1) Systematically guiding students to pay attention to the structure, coherent signs and contextual elements in teaching can significantly improve their overall comprehension level; (2) The training of discourse analysis strategies can help students actively construct the meaning of discourse in the reading process and improve their learning motivation. (3) In the process of implementation, teachers should flexibly adjust the strategy introduction method according to the specific text type. The conclusions of this study provide a new theoretical perspective and practical path for high school English reading teaching, and have important reference significance for enriching the teaching methods of middle school English in China.

关键词Keywords:语篇分析理论；高中英语阅读；教学策略
Keywords: discourse analysis theory; High School English Reading; Teaching Strategies

Introduction （研究背景、研究目的、研究意义）
Introduction (Background, Purpose, Significance).

随着全球化进程的加快和新高考改革的推进，高中英语教学对学生综合语言运用能力的要求不断提高。传统以句子为中心的阅读教学模式已难以满足学生在真实语境中理解长篇文本的需求，导致学习者常常只聚焦词汇和句法层面，忽视了篇章整体意义的建构。近年来，语篇分析理论在语言学和二语习得研究中得到了广泛关注，为解决上述困境提供了新的思路和方法。因此，将语篇分析理论引入高中英语阅读教学，探索其在提升学生阅读理解质量和学习动机方面的作用，具有重要的理论与实践价值。
With the acceleration of globalization and the advancement of the reform of the new college entrance examination, the requirements for students' comprehensive language ability in high school English teaching are constantly increasing. The traditional sentence-centered reading teaching model can no longer meet the needs of students to understand long texts in real contexts, resulting in learners often focusing only on the vocabulary and syntactic aspects, ignoring the construction of the overall meaning of the text. In recent years, discourse analysis theory has received extensive attention in linguistics and second language acquisition research, which provides new ideas and methods to solve the above dilemmas. Therefore, it is of great theoretical and practical value to introduce discourse analysis theory into high school English reading teaching and explore its role in improving students' reading comprehension quality and learning motivation.

本研究旨在系统设计基于语篇分析理论的高中英语阅读教学策略，明确其操作框架与实施步骤；通过实证研究检验该教学策略对学生阅读理解水平、学习动机及元认知调控能力的影响；总结教师在运用语篇分析策略过程中的困难与应对措施，为后续大规模推广提供可行性建议。
The purpose of this study was to systematically design a high school English reading teaching strategy based on discourse analysis theory, and to clarify its operational framework and implementation steps. An empirical study was conducted to examine the effects of the teaching strategy on students' reading comprehension level, learning motivation and metacognitive regulation ability. This paper summarizes the difficulties and countermeasures of teachers in the process of using discourse analysis strategies, and provides feasible suggestions for subsequent large-scale promotion.

从理论层面，本研究丰富了二语阅读教学中语篇分析理论的应用研究成果，深化了对阅读理解过程中文本整体建构机制的认识；从实践层面，研究所开发的教学策略与活动设计为高中英语教师提供了具体可行的课堂操作方案，帮助学生突破句子理解瓶颈，提升整体阅读能力；从课程改革角度，研究结果可为新高考背景下的高中英语阅读教材编写与教学评价体系建设提供参考，促进教学模式创新与教育质量提升。
From the theoretical level, this study enriches the application research results of discourse analysis theory in L2 reading teaching, and deepens the understanding of the overall construction mechanism of Chinese text in the reading comprehension process. From a practical perspective, the teaching strategies and activity design developed by the institute provide specific and feasible classroom operation plans for high school English teachers, helping students break through the bottleneck of sentence comprehension and improve their overall reading ability. From the perspective of curriculum reform, the research results can provide a reference for the compilation of high school English reading textbooks and the construction of teaching evaluation system under the background of the new college entrance examination, and promote the innovation of teaching mode and the improvement of education quality.

Literature Review 文献综述

2.1 Theoretical Basis理论基础

语篇分析理论发端于20世纪60—70年代的系统功能语言学与会话分析研究，其核心在于对语言单位在篇章层面之整体性与关联性的关注。Halliday 与 Hasan（1976）在其经典著作《连贯性：语篇分析功能视角》中首次明确区分了“衔接”（cohesion）与“连贯”（coherence），指出文本中词汇、语法与句法元素的相互联系是实现整体意义理解的关键。随后，van Dijk（1980）从认知心理学视角提出“心理表征模型”，强调读者在阅读过程中会借助既有知识框架（schema）对新信息进行激活与整合。Kramsch（1993）则将语境（context）与文化（culture）引入二语习得研究，揭示跨文化语篇解读中隐含意义的生成机制。近年，功能—认知取向的学者进一步将主题—述题结构（theme–rheme）、话语标记（discourse markers）与交互意义（interactional meaning）融入阅读策略研究，为基于语篇的教学设计提供了更加细致的理论指导。
The theory of discourse analysis originated from the research of systemic functional linguistics and conversational analysis in the 60s and 70s of the 20th century, and its core lies in the attention to the integrity and relevance of language units at the discourse level. Halliday and Hasan (1976) made the first clear distinction between "cohesion" and "coherence" in their classic work Coherence: A Functional Perspective on Discourse Analysis, arguing that the interconnectedness of lexical, grammatical, and syntactic elements in a text is the key to achieving an overall understanding of meaning. Subsequently, van Dijk (1980) proposed a "mental representation model" from the perspective of cognitive psychology, emphasizing that readers will activate and integrate new information with the help of existing knowledge frameworks in the reading process. Kramsch (1993) introduced context and culture into the study of second language acquisition, revealing the mechanism of implicit meaning generation in cross-cultural discourse interpretation. In recent years, functional-cognitive scholars have further integrated theme-rheme, discourse markers, and interactional meaning into the study of reading strategies, providing more detailed theoretical guidance for discourse-based teaching design.

2.2 国内外关于语篇分析理论的研究现状
2.2 The current status of research on discourse analysis theory at home and abroad

2.2.1 国外研究现状
2.2.1 Current status of foreign research

国外学者在语篇分析理论指导下对二语阅读教学的探索主要集中于策略训练、认知过程及跨文化比较三方面。在策略训练领域，Robinson（2001）与 Grabe（2009）针对说明文、议论文与叙事文等不同文本类型，提出了基于宏观结构分析的阅读教学模式，并通过结构图示与连贯标记识别等策略，实证证明了其对学生整体理解效果的促进。认知过程研究则更多借助眼动追踪与思维报告相结合的方法，例如 Guthrie 等（2004）的研究揭示了预设提问与摘要归纳等元认知策略在篇章意义建构中的作用，而 Nassaji 与 Cumming（2000）则深入分析了读者在篇章整合阶段的监控与自我调节机制。跨文化语篇比较方面，Kramsch（1993）及 Byram 等（2001）提出“文化脚本”概念，强调二语学习者在解读目标语语篇时必须融合其文化背景，以准确把握深层话语意图。
Under the guidance of discourse analysis theory, foreign scholars have explored the teaching of second language reading, mainly focusing on three aspects: strategy training, cognitive process and cross-cultural comparison. In the field of strategy training, Robinson (2001) and Grabe (2009) proposed a reading teaching model based on macro structure analysis for different text types such as expository essays, argumentative essays, and narrative essays. For example, Guthrie et al. (2004) revealed the role of metacognitive strategies such as preset questioning and summary induction in the construction of meaning, while Nassaji and Cumming (2000) analyzed the monitoring and self-regulation mechanisms of readers in the integration stage. In terms of cross-cultural discourse comparison, Kramsch (1993) and Byram et al. (2001) proposed the concept of "cultural scripting", emphasizing that second language learners must integrate their cultural context when interpreting the target language discourse in order to accurately grasp the deep discourse intent.

2.2.2 国内研究现状
2.2.2 Current status of domestic research

国内对语篇分析理论的关注始于2000年代初期，早期研究多集中于理论引介与本土化应用。李红军（2005）与王真理（2008）等学者将 Halliday 与 Hasan 的衔接理论与中国高中英语教材结合，提出“衔接手段分类教学法”，并在课堂中开展初步实验。随后，以张晓明（2012）为代表的研究者在浙江省开展基于任务型教学的语篇策略教学实验，报告了学生篇章理解能力的显著提升；赵丽华（2015）的行动研究则重点探讨了“话语标记图解法”在高考阅读中的实用效果。近年来，随着教育部新课标（2020）对“宏观语篇结构”提出明确要求，教材编写与教辅资源也逐步增设段落标题归纳、信息结构重组等语篇层面任务。李燕（2022）在评析新课标教辅时指出，尽管语篇分析练习题型已日趋丰富，但仍面临同质化严重、与真实语境脱节等问题，表明未来研究亟需扩大样本规模、丰富方法设计并开展更长时间的纵向跟踪。
The attention to discourse analysis theory in China began in the early 2000s, and most of the early research focused on theory introduction and localized application. Li Hongjun (2005) and Wang Zhencheng (2008) combined Halliday's articulation theory with Chinese high school English textbooks to propose a "bridging method of categorical teaching" and carried out preliminary experiments in the classroom. Subsequently, researchers represented by Zhang Xiaoming (2012) carried out a discourse strategy teaching experiment based on task-based teaching in Zhejiang Province, and reported a significant improvement in students' comprehension ability. Zhao Lihua's (2015) action research focuses on the practical effect of "discourse marker diagramming" in college entrance examination reading. In recent years, as the new curriculum standard of the Ministry of Education (2020) has put forward clear requirements for "macro discourse structure", the compilation of textbooks and teaching and auxiliary resources have gradually added discourse-level tasks such as paragraph title induction and information structure reorganization. Li Yan (2022) pointed out that although the types of discourse analysis exercises have become more and more abundant, they still face problems such as serious homogeneity and disconnection from the real context, indicating that future research urgently needs to expand the sample size, enrich the method design, and carry out longitudinal follow-up for a longer time.

Analysis 研究设计与分析
Analysis Study Design & Analysis

3.1 研究问题
3.1 Research Questions

本研究围绕高中英语阅读课堂中引入语篇分析策略后，对学生阅读理解效果与学习过程产生的影响展开探讨。具体而言，关注如下三个核心问题：其一，基于语篇分析的教学设计能否显著提升学生对长篇英语文本的整体理解水平；其二，语篇分析策略训练在何种程度上能够增强学生的阅读动机和元认知监控能力；其三，教师在实施该策略过程中遇到的主要困难及其有效解决途径为何。通过这三个问题的回答，本研究期望为高中英语阅读教学提供可操作性的策略模型与实践经验。
This study focuses on the impact of discourse analysis strategies on students' reading comprehension and learning process after the introduction of discourse analysis strategies in high school English reading classrooms. Specifically, it focuses on the following three core questions: first, whether the instructional design based on discourse analysis can significantly improve students' overall comprehension of long English texts; secondly, to what extent can discourse analysis strategy training enhance students' reading motivation and metacognitive monitoring ability; Thirdly, the main difficulties encountered by teachers in the process of implementing the strategy and the effective ways to solve them. Through the answers to these three questions, this study hopes to provide a practical strategic model and practical experience for high school English reading teaching.

3.2 研究对象
3.2 Research Object  

研究对象选取自两所同城普通高中各一个高二年级平行班，共计约 60 名学生，其中一班（30 人）作为实验组，接受为期 8 周的语篇分析策略教学；另一班（30 人）作为对照组，沿用常规以句子为中心的阅读教学。两组在性别比例、英语成绩分布及阅读兴趣等方面通过前测和问卷初筛已证具备可比性，从而保证实验结果的内在有效性。参与教师均为具有5年以上教学经验的高级中学英语教师，以确保教学实施质量的稳定。
About 60 students were selected from two senior high schools in the same city, with a total of about 60 students, one class (30 students) as the experimental group, who received 8 weeks of teaching discourse analysis strategies. Another class (30 students) served as a control group and continued the usual sentence-centered reading instruction. The two groups were found to be comparable in terms of gender ratio, English score distribution, and reading interest through pre-test and questionnaire screening, so as to ensure the intrinsic validity of the experimental results. The participating teachers are all senior high school English teachers with more than 5 years of teaching experience to ensure the stability of the quality of teaching implementation.

3.3 研究工具
3.3 Research Tools  

本研究采用多元工具以全面捕捉教学效果。首先，通过自编的阅读理解测试题库进行前测与后测，题目涵盖记忆理解、信息推断、结构归纳与批判性评估四个层面；其次，设计《阅读动机与元认知问卷》，测量学生在阅读过程中的兴趣变化与策略运用情况；其三，运用课堂观察记录表，聚焦教师策略提示频次、学生互动质量及错误纠正模式；最后，课后选取实验组中 8 名学生和 2 位任课教师进行半结构式访谈，以获取对策略实施细节的深度反馈。
This study uses a variety of tools to capture the effectiveness of teaching and learning. Firstly, the pre-test and post-test were conducted through the self-compiled reading comprehension test question bank, which covered four levels: memory comprehension, information inference, structural induction and critical evaluation. Secondly, the Reading Motivation and Metacognition Questionnaire was designed to measure students' interest changes and strategy use in the reading process. Thirdly, the classroom observation record sheet was used to focus on the frequency of teachers' strategic prompts, the quality of students' interactions, and the pattern of error correction. Finally, 8 students and 2 teachers in the experimental group were selected for semi-structured interviews after class to obtain in-depth feedback on the details of the implementation of the strategy.

3.4 数据收集与分析
3.4 Data Collection and Analysis

在数据收集方面，阅读理解测试与问卷在实验前后各一次，由研究团队统一监考与发放；课堂观察由两名经过培训的助研员轮换进行，并采用录音录像方式存档；访谈音频经转录后形成文本资料。定量分析主要借助 SPSS 26.0，对前后测成绩与问卷得分进行配对样本 t 检验和独立样本 t 检验，并计算 Cohen’s d 效应值；定性分析则采用开放式编码与主题归纳法，对课堂观察记录与访谈记录进行交叉比对，以提炼语篇策略教学实施过程中的典型模式与障碍因素。通过定量与定性数据的融合分析，力求对研究问题做出全面而可靠的回答。
In terms of data collection, the reading comprehension test and questionnaire were invigilated and distributed by the research team once before and after the experiment. Classroom observations are conducted on a rotational basis by two trained research assistants and are archived via audio and video recordings; The audio of the interview is transcribed into textual material. Quantitative analysis mainly used SPSS 26.0 to perform paired samples t-test and independent samples t-test for pre- and post-test scores and questionnaire scores, and calculated Cohen's d effect size. The qualitative analysis used open coding and topic induction to cross-compare classroom observation records with interview records to refine the typical patterns and obstacles in the implementation of discourse strategy teaching. Through the fusion analysis of quantitative and qualitative data, we strive to provide comprehensive and reliable answers to research questions.

Discussion 结果与讨论
Discussion

在为期八周的语篇分析策略教学实施后，实验组学生在阅读理解测试中的成绩呈现了显著的提升，而对照组仅有微弱进步。如表1所示，实验组前测平均得分为60.20分，后测平均得分为75.80分，配对样本t检验结果显示t = 10.45，p < 0.001；相较之下，对照组前测平均得分61.10分，后测仅升至63.50分，t = 2.12，p = 0.042。由此可见，系统化的语篇结构分析与连贯标记训练能够帮助学生在宏观层面更好地捕捉作者意图、段落主旨及篇章逻辑，从而大幅度提升整体理解水平。
After the implementation of the eight-week teaching of discourse analysis strategies, the experimental group showed a significant improvement in the performance of the reading comprehension test, while the control group showed only a slight improvement. As shown in Table 1, the average score of the experimental group was 60.20 points in the pretest and 75.80 points in the posttest, and the t-test results of the paired samples showed t = 10.45, P < 0.001, while the average score of the control group in the pretest was 61.10 points, and the average score of the posttest only increased to 63.50 points, t = 2.12, P = 0.042. It can be seen that systematic discourse structure analysis and coherent markup training can help students better capture the author's intention, paragraph theme and text logic at the macro level, so as to greatly improve the overall comprehension level.

表1配对结果
Table 1 Pairing results

阅读动机作为影响阅读效果的重要非智力因素，也在策略训练中得到了增强。如表2所示，实验组学生在《阅读动机与元认知问卷》动机维度上的前测得分平均为3.10分（满分5分），后测升至4.05分，t = 8.23，p < 0.001；而对照组从3.08分仅升至3.20分，t = 1.56，p = 0.128。访谈反馈中，多数实验组学生提到，通过对篇章整体结构的把握，他们在阅读前能够设定更具针对性的目标，阅读时也更易保持专注，有效降低了对字句障碍的焦虑感。相反，对照组仍主要依赖逐句翻译和关键词识别，阅读体验相对被动。
Reading motivation, as an important non-intellectual factor affecting reading effect, has also been enhanced in strategy training. As shown in Table 2, the average score of the experimental group on the motivation dimension of the Reading Motivation and Metacognition Questionnaire was 3.10 points out of 5, and the post-test score increased to 4.05 points, t = 8.23, P < 0.001, while the control group only increased from 3.08 points to 3.20 points, t = 1.56, p = 0.128. In the interview, most of the students in the experimental group mentioned that by grasping the overall structure of the text, they were able to set more targeted goals before reading, and it was easier to stay focused when reading, which effectively reduced the anxiety about word and sentence barriers. On the contrary, the control group still mainly relied on sentence-by-sentence translation and keyword recognition, and the reading experience was relatively passive.

表2阅读动机
Table 2: Reading motivation

元认知策略使用频率的变化进一步反映了学生对阅读过程监控能力的提升。如表3所示，实验组在“预测—提问—摘要—评估”四步策略的综合评分从前测平均2.85分提高到后测3.75分（t = 9.67，p < 0.001），而对照组仅从2.88分微增至2.95分（t = 0.78，p = 0.441）。课堂观察记录也显示，实验组学生能够在段落阅读前先行浏览标题与关键词，边读边提问并及时回顾段落主旨；相较而言，对照组对教材中出现的新结构或难句多依赖教师解释，缺乏自行监控与调整的意识。
The change in the frequency of use of metacognitive strategies further reflects the improvement of students' ability to monitor the reading process. As shown in Table 3, the overall score of the four-step strategy of "prediction-questioning-summary-evaluation" in the experimental group increased from an average of 2.85 points in the pretest to 3.75 points in the posttest (t = 9.67, p < 0.001), while the control group only slightly increased from 2.88 points to 2.95 points (t = 0.78, p = 0.441). The classroom observation records also showed that the students in the experimental group were able to browse the headings and keywords before reading the paragraphs, ask questions while reading, and review the main ideas of the paragraphs in time. In contrast, the control group relied more on teachers' explanations for new structures or difficult sentences in the textbooks, and lacked the awareness of self-monitoring and adjustment.

表3 元认知策略
Table 3 Metacognitive strategies

综合以上定量结果与定性访谈，可见基于语篇分析的教学策略不仅在统计学上取得高度显著的进步（所有p < 0.001），同时也在学习动机和元认知监控方面产生了实质性变化。这表明，当学生从整体出发，将篇章看作一个意义网络而非孤立句子时，他们的阅读体验趋于更加主动和自信。与此同时，教师在策略实施过程中仍需关注文本类型的差异，例如叙事文重视情节脉络分析，说明文则需强调逻辑连接词与信息结构，以实现因文施教的最佳效果。研究也发现，课堂时间分配与教师提示频次是影响策略内化程度的关键因素，后续可进一步通过动作研究或纵向跟踪，探索最优的策略导入节奏与反馈机制。
Combining the above quantitative results with qualitative interviews, it can be seen that the teaching strategy based on discourse analysis not only made a statistically significant improvement (all P < 0.001), but also produced substantial changes in learning motivation and metacognitive monitoring. This suggests that when students look at the passage as a whole, rather than as an isolated sentence, they tend to be more active and confident in their reading experience. At the same time, teachers still need to pay attention to the differences in text types in the implementation of strategies, for example, narrative essays should emphasize plot and context analysis, while expository essays should emphasize logical connectors and information structures to achieve the best effect of text-based teaching. The study also found that classroom time allocation and the frequency of teachers' prompts were the key factors affecting the degree of strategy internalization, and the optimal rhythm and feedback mechanism of strategy introduction could be explored through action research or longitudinal tracking.

Conclusion( summary/ research limitation)

综上所述，基于语篇分析理论的高中英语阅读教学不仅能够显著提升学生的整体理解水平、阅读动机与元认知监控能力，还为教师提供了系统化的策略框架；然而，本研究样本局限于两所学校的两个班级，且实施周期较短，后续研究可考虑扩大样本规模、延长跟踪时段，并进一步探索不同文本类型与学习者差异对策略效果的影响，以推动语篇层面教学在高中英语课堂中的持续优化与推广。
In summary, the teaching of high school English reading based on discourse analysis theory can not only significantly improve students' overall comprehension level, reading motivation and metacognitive monitoring ability, but also provide a systematic strategic framework for teachers. However, the sample of this study is limited to two classes in two schools, and the implementation period is short, so the follow-up study may consider expanding the sample size, extending the follow-up period, and further exploring the impact of different text types and learner differences on the effect of the strategy, so as to promote the continuous optimization and promotion of discourse-level teaching in high school English classrooms.

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