An Action Research On The Application Of Genre-based Teaching Approach To English Reading Teaching In Senior High School

English reading is an important input method in English learning,and plays an important role in senior high school English learning.At the same time,English reading teaching is also a momentous component of senior high school English teaching.However,in the current English reading teaching,most teachers pay more attention to the micro-level teaching of language knowledge,and ignore the macro-level teaching of text structure and cultural background,which makes students restrict their discourse understanding to basic language knowledge and lack genre awareness and discourse analysis ability.Based on genre and genre analysis,genre-based teaching approach can help students grasp the text structure,understand the content of the article,and deepen the understanding of the article’s deep meaning,which is helpful to improve students’ genre awareness and discourse analysis ability.Therefore,this study applies genre-based teaching approach to English reading teaching in senior high school to explore the following questions:(1)how do teachers apply genre-based teaching approach to senior high school English reading teaching?(2)what is the influence of applying genre-based teaching approach to senior high school English reading teaching on students’ genre awareness?(3)what is the influence of applying genre-based teaching approach to senior high school English reading teaching on students’ English reading attitude and reading achievement?In this study,the author selects 67 students from Class 28,Grade 1 of a senior high school in Neixiang County as the research subjects to conduct a 16-week action research.During the period of the action research,the author applies genre-based teaching approach to English reading teaching in senior high school,aiming to explore how to apply genre-based teaching approach to English reading teaching in senior high school.Meanwhile,the author probes into the influence of genre-based teaching approach on students’ genre awareness,English reading attitude and English reading achievement through questionnaire survey,interview and test.Through this study,the author made the following findings.First,after two rounds of action research,the author concluded four stages of the application of genre-based teaching approach to English reading teaching in senior high school.The four stages are as follows: context establishment—demonstration and analysis—independent analysis of relevant discourse in the group—consolidation and practice.Secondly,through the analysis of questionnaire data,the author found that applying genre-based teaching approach to English reading teaching in senior high school can help students improve their genre awareness,master the discourse structure,understand the cultural background,appreciate the language features and comprehend the content of the text.Thirdly,through the interview results,the author found that the application of genre-based teaching approach to English reading teaching in senior high school has a positive effect on students’ English reading attitude.The main performance is that students find English reading is not so difficult as before,and they are more confident and willing to actively read,thereby increasing their understanding of various topics and broadening their horizons.Through the analysis of test data,the author found that students’ English reading achievements after the action research are higher than those before the action research,which indicates that the application of genre-based teaching approach to English reading teaching in senior high school is beneficial to improve students’ English reading achievements.