An Inquiry Into The Teaching Mode Of Construction Of Genre Knowledge In Reading Instruction For Senior Three Students

Guided by genre analysis theory and inspired by Genre-based Reading Instruction Empirical Mode directed by Hyon from ESP and EAP school and Curriculum Genre Approach from Australia school, the writer of this study designs "Four Steps Reading Revision Instruction Mode" to help Senior Three students construct their integral textual genre knowledge, which is expected to improve students’textual reading ability. In this study, the author intends to answer three questions:(1) What is the status quo of the genre knowledge acquisition among Senior Three Students?(2) Can the test socres and competence of Senior Three Students’reading comprehension be improved effectively with the construction of genre knowledge?(3) Can awareness of overall employment of reading strategies be raised with construction of genre knowledge?In response to the above-mentioned questions, the author conducted a5-month experimental research in reading instruction class. Having made qualitative and quantitative analyses on data collected from questionnaire, interviews and reading tests etc., the author has the following findings:the genre-based reading revision instruction mode can witness the improvement in students’scores and ability in textual reading. It can raise students’awareness of employing reading strategies. It can enhance students’ motivation in reading process. It can assist teachers in carrying out textual reading instruction more efficiently. It is found that, in theory, genre-based teaching approach practiced in textual reading comprehension is feasible and valid. The practical value of this study lies in "Four Steps Reading Revision Instruction Mode", which, serving as a completely new textual revision teaching mode, can be used as reference.