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1、OnDiscourseAnalysisandtheCollegeEnglishTeachingNetworkNetwritepapers:PaperKeywords:discourseteachingthelanguageproficiencyofclassroomteachingAbstract:ThispaperaimstoexplorethediscourseanalysisintheIntensiveEnglishteaching,teachingstudentsdiscourseproposedself-learningabilityandEnglishlanguagepro
2、ficiencyhasaveryactiverole.I.IntroductionFacinghighereducationinthe21stcenturyfromaknowledge-basededucationtoteachinordertoshapetheoverallqualityofstudents’abilitytoinnovateandchangethesituation-basededucation.Thepurposeofforeignlanguageteachingistoenablethestudentscanusethetargetlanguagetoobtai
3、ninformationandexchangeideas,sotheforeignlanguageteachingshouldremainthefocusofthewordsandsentencesinthepast,theleveloflanguageskillstraining,butshouldfocusonteachingdiscourseofteaching,studentsindiscourseonthelevelofcommunicationskills,developstudents’motivationtolearn,throughtheelementcognitiv
4、eand8cognitivestrategiestraining,enablestudentstomanagetheirownandtakeresponsibilityfortheirownlearningability(Holec1981.Second,thediscourseofteachingHarris(ZSHarris1963states:‘Languageisnotsomehaphazardwords,butbytheformofcoherentchaptersout.’Discoursereferstotheactualuseoflanguageunits,isacomm
5、unicationprocess,thenaseriesofconsecutivesectionsposedbythelanguageorthewholesentencefromthefunctionalpointofview,itisequivalenttoacommunicativeact.convergence(cohesionandcoherence(coherencetheoryofdiscourseanalysisisthemaincontentsoftheobjectiveofteachingisthroughdiscoursediscourseanalysismetho
6、dstostudentstomasterthelanguageofthematerialhierarchy,themainmessagethearticle,tounderstandtheauthor’sideasandperspectives.Third,thediscourseofEnglishteachingroleofintensivereadinginstruction1Discourseteachingcanhelpstudentsself-learningabilityConfuciusoncesaid:8‘Thosewhoknowbetterthanthegood,go
7、odofthepersonnotthemusic.’ReferstothemusicoftheinterestinlearningHowtostimulatestudentinterestandmotivationtolearn,playtotheirinitiative,self-learningstudentsability?discoursepedagogywithemphasisonstudent-centered,thatthemat
