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to mobilize different discourse schema. Only when studentsunderstand the discourse structure and writing characteristics of different discoursetypes, can they develop their reading competencies.

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Chapter Four Results and Discussions

4.1The Discourse Context

4.1.1 The Results of the Instruction of Discourse Context

Table 3 Teachers’ instruction of discourse context

Table 4 Teachers’ instruction of discourse context according to CurriculumStandards (2018)

The instruction of background knowledge can enable students to have a generalunderstanding of the background of the discourse, so as to better make out the contentof the discourse (Sai: 135). Introducing the background knowledge before theinstruction of discourse can help students gain background knowledge andcorresponding language knowledge, which can help students better connect theirexisting background knowledge with the new content, eliminating students’unfamiliarity with the discourse, helping students make out the content of thediscourse.

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Chapter Five Conclusions

5.1 Major Findings of the Study

In this study, the author observed and studied from three aspects. They werediscourse context, discourse cohesion and coherence and discourse structure used inthese lessons.

The first one was about discourse context. Concerning to the observation ofteachers’ instruction of discourse, seven of the eight teachers gave instructions on thediscourse context. Most teachers paid attention to mobilizing students’ languageschema and content schema when instruct the discourse context. According to theobservation scale, these seven teachers all used the method of predicting discoursecontent based on context to instruct discourse context: teachers introduced discoursecontext before discourse instruction to activate the relevant knowledge background ofstudents. This method aroused students’ curiosity and laid the foundation for studentsto understand the discourse. In the process of discourse instruction, teachers also paidattention to linking discourse content with discourse context, so that students couldbetter understand the content. Among the seven teachers, four teachers did a good jobin connecting students’ background knowledge with new knowledge. These fourteachers firstly presented stories, videos, pictures, or other methods to introduce thetopic, and then let students talk about their opinions about these topics, activating students’ existing background knowledge. When instruct the discourse context, thefour teachers attached great importance to guiding students to express their opinions.During the interaction, teachers not only activated and enriched students’ backgroundknowledge, paving the way for student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。