Application Of Textual Analysis And Genre-based Teaching In College English Reading Instruction

English Reading is regarded as the important means to get information and also an integral component of English proficiency. The College English Curriculum Requirements in 2004, which was promulgated by the Ministry of Education, made more and more people begin to attach importance to English reading. Then, how to make an effective reader has become the concern of many people including college non-English majors.However, the traditional teaching method cannot meet their requirements. The teacher teaches a lot about words and grammar, but ignores the relationship of words and paragraphs in the text. The teacher has no awareness to analyze the text from generic aspect. This teaching method causes the students to grasp the language points but fail the text organization. They meet with a lot of problems when reading. So it is necessary and urgent to do some changes on reading teaching. But how to achieve better results in reading class and improve students’reading ability?Based on the review of the past researches of genre theory and textual analysis, the author puts forward the idea of combining the genre and textual analysis together, and tries to apply it into English Reading Instruction. The author conducted an experiment to prove whether or not the teaching approach can improve students’reading ability. Quantitative and qualitative methods were adopted in the experiment, including two reading comprehension tests, two questionnaires and classroom observation. Finally, a conclusion is drawn form analysis of the results of the data from the tests and questionnaires that textual analysis and genre-based teaching can arouse students’motivation and interest in English reading and at the same time improve the students’reading ability.This paper consists of six parts. Chapter One is a general introduction, which deals with the significance, the purpose of the study and the organization of the paper. Chapter Two is a literature review, consisting of genre theory and textual analysis theory. Chapter Three elaborates the application of textual analysis and genre-based teaching into English reading instruction. Chapter Four describes the experiment which includes Aims and Hypotheses, Subjects, instruments, procedures and data collection. Chapter Five analyzes and discusses the results of the research. Chapter Six is a conclusion, in which the author summarizes the findings, the limitations and the implications of the study.