A Study Of Discourse Genre-Based Comparison In English And Chinese To English Reading Teaching In Senior Middle School

English reading is not only a kind of intellectual activity to obtain informationbut also an important approach for students to obtain knowledge and skills. Lots ofEnglish teachers have realized the importance of English reading and also haveattached emphasis on it for a long time. However, many English teachers just alwaysdivide the complete discourse into language points. As a matter of fact, as Englishteachers, we not only attach emphasis on explaining language, but also guidingstudents how to analyze discourse structures according to different genres and themesand also the same genre in English and Chinese. Thus, we can help students developtheir abilities to control the discourse and cross-cultural awareness. The thesis triesapplying the discourse genre-based comparative teaching approach into Englishreading by designing specific case. Discourse genre-based comparative teachingapproach is based on genre theory, discourse theory and transfer theory as well. Itaims to guide students to analyze the similarities and differences of the same genre inEnglish and Chinese reading discourse, especially their differences, which can helpstudents avoid the influence of the negative transfer of mother tongue and overcomethe problems and obstacles while reading. Meanwhile, English teachers can helpstudents develop their discourse genre consciousness and improve their readingabilities by providing them with discourse genre knowledge.The thesis is based on the hypothesis:(1) Discourse genre-based comparison inEnglish and Chinese suits intermediate-level students.(2) Discourse genre-basedcomparison in English and Chinese will improve senior school students’ readingability. In order to test these two hypotheses, the experiment, which lasted threemonths, was performed among students in Grade One in Zhangzhou No.3Junior HighSchool. Two reading comprehension tests were conducted and the experimental datawere analyzed via SPSS. From the experiment, the two of the hypotheses wereconfirmed. The two reading comprehension tests were carried out in two differentclasses of the same level by the same teacher. The class, which adopted the discoursegenre-based comparison, had a better mean score than the control class. Theexperimental class is the one in which the students have the same English level as thecontrol class, but after adopting the method of discourse genre-based comparison, thestudents’ integrating reading ability was also improved, which confirmed the twohypotheses. Therefore, the discourse genre-based comparison can really improvestudents’ reading ability.