| English reading has always been a hot topic in educational research circle,and improving students’ English reading ability is also one of the important goals of English teaching of compulsory education in China.The National English Curriculum in compulsory education(2011 Ed.)not only requires grade 9 students to grasp some language knowledge,but also attaches great importance on cultivating students’ genre awareness in English reading.Since the Genre-based Teaching Approach(GBTA)was first proposed in the 1990 s,it has attracted widespread attention from scholars at home and abroad.It is a teaching approach based on genre knowledge.In reading teaching,teachers carry out teaching activities centering the genre and structure of texts,focusing on cultivating students’ genre consciousness,guiding students to apply their learned genre knowledge to reading and help students improve students’ reading ability.Based on the genre analysis theory and schema theory,this study chose 90 students from class 2 and class 5 of Urumqi No.8 Middle School Grade 9 and conducted empirical study with the help of research instruments such as questionnaire,test and interview,trying to answer following questions:(1)What is the current English reading situation of Grade 9 students in Urumqi No.8 middle school?(2)Can Genre-based teaching approach improve students’ reading scores? In which types of reading questions can GBTA improve students’ reading scores?(3)What is the influence of GBTA on students’ English reading interest?The result of the research indicates that the application of GBTA in the teaching process of English reading can improve grade 9 students’ English reading scores especially in inferential questions,summarizing and grasping the main idea questions,and textual structure questions.The result also shows that GBTA can effectively stimulate and improve students’ interest in English reading. |
