A discourse analysis of reading passages in english textbooks currently- used in vietnamese high schools

Abstract

Based on the theories of discourse analysis, this study makes an investigation into reading passages in high school currently-used English textbooks (HSCETs) in Vietnam in an attempt to discover some typical discourse features. This thesis focuses on the grammatical, lexical features and cohesive devices of reading passages in HSCETs to suggest some implications for teaching English to Vietnamese learners, especially high school students. The data for analysis in this research are 48 reading passages collected from HSCETs. The thesis is carried out by using the descriptive and analytic methods to classify, describe and analyze reading passages in HSCETs. From the findings, we see that there are many differences in grammatical features, lexical features and cohesive devices in HSCETs. Finally, some practical implications in teaching and learning. The findings of the study are believed to benefit not only Vietnamese learners of English but also English teachers in improving their English learning and teaching quality. And through the findings of the study, we show the results of analyzing data of reading passages in high school currently-used English textbooks (HSCETs) in terms of grammatical features, lexical features and cohesive devices to give out the frequencies of occurrence. In grammatical features, we have found some features of types of sentences, passive voice, comparative constructions and the uses of tenses. In lexical features, some features of word formation, theme words, acronyms, expressions of time, places, purposes, reasons and pronouns are found in HSCETs. With the cohesive devices used in HSCETs we have found popular means of lexical reiteration, reference words and transition signals