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

Reading is the process of extracting information from reading articles,and it is a vital way for students to carry out language input.English reading comprehension occupies a significant proportion of the English test questions in the college entrance examination.The reading part tests students’ ability to extract detailed information from the texts,to summarize and generalize important information from the texts.Hence,the reading teaching is very important in terms of the high school English reading teaching process.English teachers need to set out concrete teaching methods according to the real condition of students,and enhance the efficiency of English reading classroom.However,the author guides students to grasp a large number of words and sentences,stressing sentence structure and grammar knowledge in the high school English reading teaching process.As a matter of fact,the development of English reading ability cannot only rely on the accumulation of language knowledge,but also needs to pass on the genre knowledge to students in specific cases,in order to enhance students’ acknowledgement of text structure.From the perspective of text genre,this research uses genre teaching approach in high school English reading teaching,and aids students realize the structure of texts in different genres.By grasping the details of the text,students can enhance their ability to perceive the reading texts and enhance their ability of communicative and collaborative competence.Based on this,through the action research,this thesis carries out the genre-based teaching method for senior three students,and explains the genre knowledge of narrative and expository texts in the senior three English reading review class,and conducts a semester of genre-based teaching method.In the course of the action research,the author adopts questionnaire approach,interview approach and reading test approach,and solves the following questions through action research: 1.Would the genre teaching approach efficiently enhance students’ English reading ability? If so,in what specific ways? 2.How to efficiently apply genre-based teaching approaches to the high school English reading teaching? In the process of the senior three English reading review class,students are instructed to recognize narrative articles and expository articles according to the “genre teaching approach”,and students are guided through “preliminary text content-specific case genre analysis-imitation analysis of similar texts-deep analysis of genre language-drafting titles and imitative writing” five links to master English reading text.Through two rounds of action research in one semester,students have mastered the specific structures and characteristics of different genres,and developed the habit of actively analyzing genre structures.The consequences of the research demonstrate that genre-based teaching approaches have a crucial impact on high school English reading process,and enhance students’ English reading marks and English reading competence.Especially in terms of the genre knowledge,students have mastered the text structure and language characteristics of narrative and expository texts,realized the internal organization of texts in different genres,and read English texts from a macro perspective,further improving students’ English reading competence and communicative and cooperation competence.