An Action Research Report On Applying Genre-based Approach To English Reading Class For EFL Students In Senior High School

English reading is the basis for development of English learners’ other language abilities.Whatever languages you study,reading is essential.In New Curriculum Standards for Senior High English in China(version 2017),the concept of key competency is proposed,including two aspects: key abilities and students’ essential characters.English reading will play an important role in improving students’ key competencies,especially their language abilities,cultural characters,thinking qualities and learning abilities.According to the requirements and objectives of new standard,it is helpful for students not only to deepen their understanding for discourses but also to use different types of discourses to effectively express themselves and communicate with each other by learning discourses that differ in genres and grasping their specific structures,stylistic features and the modes of expression.The genre-based teaching approach based on genre analysis theory starts from analyzing the genres of different texts to help students establish the awareness of text types,so that they can form the habit of looking for text information according to the structural framework and language features closely related to each type.Finally,It can improve students’ communicative ability and reading ability.In this thesis,the researcher took Class 13,Grade two of Jiangsu Senior High School in Huocheng County(55 students)as the subjects,and carried out a 4-month(2 rounds)action research.The process of each round of action research includes several steps: making research plan,implementing research plan,reflecting and evaluating,and discovering new problems.Teaching referred to Hyon’s reading teaching experiment,namely,analyze the genre,discuss in group,imitate,analyze independently,imitate writing and analyze deeply.According to the texts in textbooks of the semester,the researcher made an analysis of narration and exposition by using genre analysis.Their course structure and linguistic characteristics are analyzed.Meanwhile the researcher had an explanation and demonstration for the teaching process.In addition,the researcher also strengthened students’ reading practice and teaching effect.The researcher analyzed the teaching effect of this teaching approach by comparing the students in the class before learning and after learning.Data from the reading test and questionnaire in the research were analyzed by SPSS 22.0.The following two research questions are used to guide this research:1.Can the genre-based teaching approach improve students’ reading ability ?2.What is the influence on students’ reading habits and reading strategies?Findings show that the explicit instruction of genre-based teaching approach helped students become more efficient readers,as well as the fact that the exposure and analysis ofgenre developed a better comprehension of different kinds of texts,making students aware of the structure and patterns of the texts they were reading.Students show more interest in English reading,which effectively stimulate students’ interest in reading,build confidence,develop good reading habits,and flexibly use various reading strategies.The researcher hoped that the teaching case can provide a reference for the teachers who are fond of further researching on genre-based teaching.After the action research,more new problems There is a need to improve and solve future teaching problems.