CDA Application in Secondary ESL Class in Western China

English as second language(ESL) theoretical studies and practice have witnessed great development in recent years inChina with more schools diversifying the forms and contents of English classes over the last decade. After these years development,however, studies on ESL teaching in China, especially western China where teaching quality is relatively low and teaching resourc-es are not sufficient lags behind that in some other developed countries though some progress has been made. Students' capabilityon essential discourse analysis has not gained deserved attention. This article intends to introduce critical discourse analysis(CDA), a tool to explore discourse and social relations to secondary ESL class in western China in an attempt to find a new channelto improve students' learning effects and teaching quality of the region.

English as second language(ESL) theoretical studies and practice have witnessed great development in recent years in China with more schools diversifying the forms and contents of English classes over the last decade. After these years development,however, studies on ESL teaching in China, especially western China where teaching quality is relatively low and teaching resources are not sufficient lags behind that in some other developed countries though some progress has been made. Students' capability on essential discourse analysis has not gained deserved attention. This article intends to introduce critical discourse analysis(CDA), a tool to explore discourse and social relations to seconday ESL class in western China in an attempt to find a new channel to improve students' learning effects and teaching quality of the region.