A Study On Application Of Genre-Based Teaching Approach To Senior Middle School English Reading Teaching With A Middle School In Chengdu As An Example

Reading is an important way for students to obtain information and gain knowledge,and it is also an important part of English teaching.National English Curriculum Standards for Senior High School(2020 Revised Edition)propagates higher requirements for senior middle school students in English reading,in which the students should read the text to grasp specific structure of different discourse,stylistic characteristics and the way of expression,and students need to be familiar with different genres.The genre-based approach applies the genre analysis of texts to English teaching,and carries out corresponding English reading teaching activities focusing on the specific text graphic structure,so as to help the students master the genre characteristics of different texts and improve their reading ability.In recent years,many scholars at home and abroad have also paid attention to genre-based approach,however,most of the application focus on English reading and writing teaching in college.It is seldom applied in reading teaching,especially in senior middle school English reading teaching.Therefore,in order to further verify the effect of genre-based approach in English reading teaching in senior middle school,this thesis applies genre-based teaching approach to a middle school in Chengdu to verify the effectiveness to the students’ reading performance.On the basis of genre analysis and schema theory,this thesis applies genre-based teaching approach to English reading teaching in a middle school in Chengdu so as to explore the following three research questions:1.How does the teacher apply genrebased teaching approach to English reading teaching in senior middle school?2.What are the effects of genre-based approach on senior middle school students’English reading achievements?3.What is the influence of genre-based teaching approach on senior middle school students’English reading strategies,genre awareness,reading interest and confidence?In this thesis,the three main genres of the textbook English published by Foreign Language Teaching and Research Press in 2019,namely,narrative essay,argumentative essay and expository essay,are used as examples to design teaching cases.The linguistics abroad in early times divided genre-based teaching approach into the following three schools,New Rhetoric School,Swalesian School and Australia School.And this thesis adopts the Australian school teaching-learning cycle as the teaching model of reading course to design teaching cases and carry out teaching,so that the students can master different genres through the following three steps:modelling context and text,joint construction of the text and independent construction of the text.In this thesis,102 students from two classes in senior one of middle school in Sichuan Province were taken as experimental subjects to carry out the teaching experiment lasting for about 25 weeks.Through qualitative and quantitative research methods,this thesis analyzed reading test scores,questionnaire survey data analysis through SPSS,and interview records were also analyzed.The following conclusions are drawn:1.Compared with traditional teaching method,the application of genre-based teaching approach in English reading teaching can effectively improve students’ genre awareness in the process of reading and help them grasp the structure of the text.2.Genre-based teaching approach can effectively enhance students’reading confidence and interactive enthusiasm in class,and can effectively improve students’ reading ability and English reading achievements.The results show that the genre-based teaching approach is effective in improving students’ reading ability.This thesis puts forward the following suggestions for teachers:1.Teachers should pay attention to the construction of students’ content schema and linguistic schema in the process of deconstructing discourse.2.Textbooks and students’background knowledge are important factors for teachers to consider when using genrebased teaching approach.3.Teachers should make full use of textbooks and extracurricular supplementary reading materials to maximize students’ exposure to different types of texts.And this thesis hopes that the application study of this case can provide some references for teachers who are interested in the application of genre-based teaching approach in senior middle school English reading.