Application Of Discourse Genre Analysis In Senior English Reading Instruction

Reading is not only kind of a complicated intellectual activity to absorb information, but also a kind of mental process to achieve meanings in a written form. Meanwhile, it is through reading that we Chinese students acquire English knowledge as well as English skills. In China reading is the foundation of communicative abilities and skills such as listening, speaking and writing. Reading competence is closely related to the level of English learners. Undoubtedly, reading promotes understanding and expressing oneself fluently and accurately. Reading enriches our knowledge about the world; reading enhances interpersonal relationship; reading contributes to our self-reflection and wisdom.Based on the new curriculum put forward by our education department, Senior English teaching should focus on the students' cultivations:how to use English appropriately and politely in our life; how to select and acquire information in English; how to analyze and solve problems; how to think critically and wisely.For a long period of time, many English teachers in high schools have been trying to improve student reading speed and competence through the careful analysis and explanation mainly focusing on language knowledge and the traditional exam-oriented methods (reading practice). Their methodologies, modes and designs of reading course books are out-of-date and difficult to meet urgent needs in Information Age.Over the decades, linguists at home and abroad have conducted a series of researches into enhancing students' reading and writing by adopting discourse genre-based theories (DGT), achieving a lot in colleges and universities. How to carry out reading instructions effectively is well worth confronting and challenging. Consequently, the writer tries to combine senior English reading instruction (SERI) with DGT. Students will be able to come to understand their social functions and communicative purposes; they will be able to grasp the generic structure and cognitive models; both teachers and students will be able to interact productively through reading. Accordingly, the writer explores three questions:1. Will it enhance students reading competence and communicative ability by using DGT in SERI? 2. Will it enhance students' academic performances by adopting DGT? 3. Will it arouse students interest and develop their good reading habit by utilizing DGT?In view of these above, the writer researches the basic principles:schema definitions, schema theories, its classifications, schema theories in connection with reading instruction. The writer carefully has conducted the comparative experiments throughout the four months, observing and testing before and after the experiments, collecting, processing and analyzing the data afterwards. Meanwhile, the students are assigned to report and make PPT exploring DGT, which is commonly called qualitative analysis. designed in the same patterns and values, and are studied by means of quality-analysis and quantity-analysis.Depending on the previous questions and experiment results, the writer claims that the application of genre analysis in Senior reading instruction can enhance students'reading abilities as well as interpersonal skills; it can have some minor effect on the students' academic performances accordingly, widening the gap between the fast learners and the slow learners; it can promote students'interest in reading and develop their good reading habits.