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ng passage, so that contextual information and existingknowledge could be utilized to enhance understanding, which are consistent with thediscourse organization theory. It is tested by many researchers, for example, ZengKai(2006), the professor of Dongbei University, that discourse organization theory isfeasible in College English reading teaching in China, then whether the application ofdiscourse organization theory in reading teaching in senior middle schools is effective?Therefore the present study is put forward with the above mentioned background.

Chapter Two Literature Review

Some relevant literature on reading and discourse organization theory will bereviewed in this chapter，which will be divided into three sections. First, it will deal withthe research of reading, in which some aspects such as the nature of reading，relatedtheories of reading and major models of reading are to be presented. Next, it will focuson discourse organization theory, including the definition of discourse and the majoraspects of discourse，that is，discourse organization. Then, studies on the relationshipbetween reading and discourse organization theory are to be discussed. Finally, studieson applying discourse organization theory in reading at abroad and China are to bepresented. Through a review of the literature, it is expected that the rationale andtheoretical framework for this experimental study will be provided.

2.1 Understanding reading
In recent years, research on EFL/ESL reading based on the research of English as LIis abundant and fruitful, for which attracts linguist, sociologist and psychologist paymuch attention to it. It is important for us to get a general understanding of reading, forthese studies guide EFL/ESL reading teaching.

2.1.1. The nature of reading
Understanding the nature of reading is important for teachers and students，becauseIf a student fails to understand the nature of reading, it is very likely that he or she mayadopt inappropriate and ineffective reading strategies; if a teacher fails to do so, he orshe will not be able to help his or her students to become efficient readers” (WangQiang，2006:175).There are various definitions about reading, which are made fromdifferent perspectives, and from which we can perceive the nature of reading. Thefollowing definitions are some representative ones.

Chapter Three Methodology.......... 32-38
    3.1 Research Questions.......... 32
    3.2 Subjects ..........32-35
    3.3 Research Instruments ..........35-36
    3.4 Data collection ..........36
    3.5 Data analysis ..........36-38
Chapter Four Results and Doscussions ..........38-56
    4.1 The situation of English reading of the students .......... 38-40
    4.2 Application of discourse organization theory ..........40-48
    4.3 The situation after the application .......... 48-56
Chapter Five Conclusions..........56-60
    5.1 Major findings ..........56-57
    5.2 Implications..........57-59
5.3 Limitations of the Study.......... 59-60

Conclusion

This study is by no means ideal on exploring whether the application of discou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。