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igh school knowsomething about discourse analysis theory, their knowledge is unsystematic and theycould not deal with the theory properly in reading teaching classes. English teachersin senior high school are more inclined to provide students with informationconcerning the background information, coherence and the division of a text, whileother aspects of the theory are neglected, such as cohesion, genre, theme-rhemestructure, context, the generalization and title of a reading material. Thus we can saythat English teachers in senior high school adopt discourse analysis theory to guidetheir reading teaching, though not systematically.Judging from the results of the research on students, the author draws theconclusion that the degree of students’ reading comprehension is influenced by theirdiscourse knowledge. As for the questions designed to check the students’ abilities ofusing context, features of genre and discourse patterns, lexical cohesion andtheme-rheme structure, the students with more discourse knowledge do much betterthan those with less discourse knowledge. On the basis of the analysis above, theauthor finds out that the following factors have a strong impact on students’understanding of reading materials: genre and discourse pattern, lexical cohesion,topic sentence context and theme-rheme structure. Genre and discourse pattern play avital role in the understanding of the reading material as a whole and its main idea.Lexical cohesion and context are of importance to the meaning of new words. Topicsentences contribute to the understanding of the main idea and the writer’s intentionor opinions.
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Conclusion

Several limitations should be noted to improve the present study. Firstly, in orderto design a valid and reliable questionnaire, the author searches for relevant materialsfor a long time and discusses specific details with the supervisor for several times.However, the questionnaires are still imperfect and need to be improved due to theauthor’ limited knowledge.Secondly, the scope of the research samples is limited to only a small group ofthe students from the senior high school. The author only chooses one high schoolwhere the research subjects are selected, which might narrow the scope of theresearch.Since the author’s academic knowledge is limited and the tentative teachingmodel the author provides in the thesis may be imperfect, it is essential for moreEnglish teachers to explore this area and provide more suggestions and instructions.
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Reference (omitted)

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