The Application Of The Genre-based Approach In English Reading Teaching In Senior High School

As a mode of information acquisition,reading comprehension plays a very significant part in the English test.In recent years,the implementation of New Curriculum Standard puts forward higher requirements on English reading and the importance of reading teaching is much more prominent.However,through the investigation of the current English reading teaching in senior high school,the author finds that many problems still exist in the practical English reading teaching,such as the single teaching method and the low participation of students in the classroom.Therefore,teachers and scholars pay more attention to the exploration of effective teaching methods to help senior high school students improve their English reading level.Based on Genre-based approach,this paper applies genre analysis theory and schema theory to senior high school English reading teaching.Genre-based method analyzes the features of the text structure and the characteristics of the language and the purpose of the writing,which is conducive to promote the cultivation of students' genre awareness and improve their reading ability.Nowadays,many scholars and English teachers have devoted themselves to studying how to teach English reading based on Genre-based approach,and they have made some achievements.This thesis tries to apply the Genre-based approach to English reading teaching in senior high school with the purpose of exploring an effective reading teaching method which suits for senior high students' ages and characteristics and at the same time achieving the higher requirements of New Curriculum Standard.To further investigate the role of Genre-based approach in English reading teaching,the author proposes three questions:1.What effects does the Genre-based approach produce on students' reading ability?2.How can the Genre-based approach be effectively used in senior high school English reading teaching?3.Which type of genre does students master better after applying Genre-based approach?The teaching experiment is carried out in two ordinary classes(99 students in total)in grade two in Zhengzhou N0.16 senior high school for nearly five months.Class 5 is the control class,where the traditional teaching methods have been applied.And class 6 is the experimental class,where the genre-based approach has been adopted.According to the statistical analysis of senior high school English teaching materials,this thesis mainly discusses the application of genre-based approach in three kinds of genres,including narration,exposition and practical writing.Students are tested before and after the teaching experiment to see if their reading performance had improved.A questionnaire survey is also conducted to understand the change of students' reading interest,reading habits and genre knowledge.At the end of the teaching experiment,in order to test the feasibility and effectiveness of Genre-based teaching method,all the statistics collected from the tests are analyzed by SPSS 20.0.The final results show that the experimental class makes greater progresses than the control class,which suggests that Genre-based approach has a positive impact on English reading teaching.Teaching English reading by using the Genre-based approach can help students understand the process of discourse construction,master genre knowledge,cultivate their awareness of genre and improve their cognitive ability of genre,which is helpful in improving students' reading comprehension ability.In addition,the Genre-based approach is also conductive to improving students' learning interests,ameliorating students' learning strategies and acquiring good reading habits.Therefore,Genre-based approach is quite feasible in senior high school English reading teaching.