A Study On The Application Of Genre-based Teaching Approach To Teaching Of English Reading For Senior One Students

Reading teaching plays an important role in high school English teaching.Since 1980 s,genre-based teaching approach has received extensive attention at home and abroad.Genre teaching method is a kind of teaching method which adopts multi-level and omni-directional text analysis in English reading.It starts with the analysis of the genre of the article and guides students to analyze the discourse of the reading materials.Helping them to understand and master the textual characteristics,different communicative purposes,text structures and linguistic features of different genres,cultivate their stylistic awareness,and ultimately improve their reading and communicative ability.At present,this teaching approach is widely used in reading teaching and writing in colleges and universities,but it is relatively few in English reading teaching in middle schools,so it needs to be further explored.Based on the theory of genre analysis,combining with schema theory and discourse pattern,adopts case design method and experiment method,The thesis takes two natural classes of Zhenjiang Senior High in Cocodala city as research subject.There are 50 students in each class.A three-month teaching experiment was conducted in order to answer the the influence of genre-based teaching approach on senior one students' reading comprehension achievements and in which types of reading comprehension questions the improvement is more obvious.Through the teaching of narrative,expository and argumentative articles,the author guides the students to analyze the reading materials as a whole,and grasps the main idea of the text based on the overall understanding of the genre structure according to the specific context,so as to understand the characteristics of different subjects.At the same time,referring to the teaching experiment steps of Sunny Hyon(1996),the teaching cases are designed according to the six steps of genre analysis,imitation analysis,group discussion,in-depth analysis,independent analysis,and imitation writing.Adopt the normal English reading teaching mode and genre-based teaching approach respectively.The researchers compared the teaching effect and learning difference between the two classes under the two reading teaching modes through teaching experiment and pre-and post-test,and used SPSS17.0 to analyze the experimental data statistically.Finally,quantitative research methods are used to test the difference between the two reading teaching models.By using the teaching experiment steps of Sunny Hyon,according to the six steps of genre analysis,imitation analysis,group discussion,in-depth analysis,independent analysis,and imitation writing,the genre-based teaching is carried out to make the abstract reading strategies more concrete and easy to operate.In order to help students quickly grasp the main theme of the article,grasp the text structure,form a good reading habit.The results showed that the overall reading score of the experimental class was 1.32 higher than that of the control class and the indirect problems(logic inference,major purpose,word and meaning guess)of the experimental class were 0.95 more than that of the control class.The scores of indirect questions in the post-test of the experimental class were increased by 3.96 than the pre-test,while the scores of indirect questions in the post-test of the control class increased by 2.95 than the pre-test.Thus,the genre-based teaching method is suitable for high school English reading teaching and can improve the students' reading performance.In particular,the effect of indirect problems in reading comprehension questions is obvious.The results of this study have some implications for English reading teaching in senior high schools.First of all,teachers need to change the traditional teaching ideas and methods,and try to apply the genre teaching method to the teaching in the process of teaching.Secondly,teachers should use different teaching strategies according to different types of reading comprehension questions,such as direct and indirect questions,so as to improve students' reading comprehension achievement.Finally,the students should abandon the bad reading habits such as word-by-word reading,repetitive reading and backward reading,They should attempt to read according to the characteristics of macro structure of different genres,and adopts different reading methods according to the structural characteristics of different genres such as skimming and scanning.