Applying Genre-based Approach In Teaching Business English Writing

Although business English writing has been paid much attention in recent years, it doesn't produce a satisfying result. Therefore, business English writing is still one of the major researches in business English teaching.The present study discusses how the genre-based approach is conducted in the teaching of business English writing. Genre-based approach effectively applies the theory of genre analysis to business English writing teaching. It helps learners command different communicative purposes and specific text structures in accordance with different genres and thus improves learners'business English writing proficiency.This thesis consists of five chapters. Chapter One briefly introduces the present situation in business English writing and points out the significance of the study. Chapter Two is a review of relevant literature of business English writing and genre approach. In this part, genre is defined and the theory of genre analysis is introduced as well. The author also discusses three current schools in which genre theory is applied in language teaching. Based on genre analysis and the three schools, the author puts forward a model of six teaching procedures appropriate for business English writing in the very beginning of Chapter one. The six procedures are modeling, group discussion, imitating, drafting, revising and final drafting. Then the results of the data analysis are: students under genre-based class have improved more than those in the control class on the items of"word selection","collocation"and"organization"; meanwhile, students in the control class made much more progress than those in the experimental class on the item of"grammar". Chapter Four discusses the findings and gets the implications. The major findings are as follows:genre-based approach helps learners develop their interest in business English writing; genre approach enables learners to enhance their audience awareness and genre awareness; learners'overall writing quality has been greatly improved. Subsequently, the author gets the following implications:①teachers should be encouraged to play multiple roles in business English writing teaching;②teachers should advocate learners'cooperative learning;③more exercises should be prepared at the modeling stage;④teachers should look for more various and authentic texts of certain genres;⑤teachers are required to constantly equip themselves with comprehensive knowledge;⑥teachers should integrate genre approach with product approach. Limitations are taken into consideration in this part as well. For instance, the teacher couldn't provide various genres in class. Chapter Five is the conclusion of the whole thesis, summarizing the major findings in this present study.