Genre Theory And Its Application In EFL Reading

The present study attempts to discuss genre theory and to explore the feasibility of employing genre analysis in EFL reading course for non-English majors at intermediate level. Interests in the macrostructure and communicative purpose of a text have led to a growing attention to the study of genre. And Genre analysis has been widely used in English language teaching (ELT), English as foreign language (EFL), English for special purpose (ESP), English for science teaching (EST) and English for academic purpose (EAP) teaching, especially in the field of writing, but not so much in reading. Thus, qualitative analysis of genre theory and investigations upon EFL learners shall be made to prove that it is not only possible but also necessary to introduce genre-based approach into EFL reading in spite of some pitfalls with the approach.To achieve this purpose, first, reading psychology and reading process are examined. Then, some traditional reading theories and methods are discussed, among which are grammar translation theory and method, bottom-up and top-down mode within the framework of schema theory. In the meanwhile, an investigation among non-English majors is made to reveal that the more generic and schematic knowledge EFL readers possess, the better performances they will yield in reading comprehension.In addition, concrete reading strategies and activities are suggested to EFL reading. Based on the discussion of genre theory and reading strategies, major findings are:1. EFL Reading class using genre-based approach should be a two-way communication rather than the instructor's monologue. Learners should be involved in reading activities so their interest of reading will be enhanced.2. When analyzing the generic structures of certain genre, the instructor should point in the meanwhile that communicative purpose could still be achieved ifone or two "moves" of the genre is missing.3. The genre-based approach is most effective for EFL learners at intermediate level. With the thorough understanding of generic knowledge, it won't be a tough job for learners to produce a writing of such genre.Last, the author also tackles the advantages of genre-based approach and points out deficiencies of it. Then, some attempts are made to overcome this deficiency. Since genre theory is still in its primary stage, the author puts forward some future orientations for further research. First, as communicative purposes get more complex, how to identify different genres scientifically remains a problem. Next, the research of the application of genre theory in EFL non-English majors needs to be strengthened so that EFL learners will yield better performance in real communication. Third, some attempts have been made to employ genre theory in the teaching of writing in China. However, no effort has been given to its application in the field of listening and speaking.