The Application Of Genre-based Teaching Approach To English Reading Teaching In Secondary Vocational School

Reading,as a crucial way to acquire knowledge and obtain information,plays an important role in English teaching.The English Curriculum Standard for Secondary Vocational Schools(2020)puts forward the six components of curriculum content,as one of these six components,discourse types are geared to guide students to learn the discourses of different types and grasp the basic structures and linguistic features of different discourses.However,English reading teaching in secondary vocational school is often limited to the micro perspective currently,which focuses on the explanation of basic knowledge and ignores the functions of discourse analysis,and results in the difficulty of improving students’ English reading comprehension ability.Based on genre and Genre Analysis Theory,genre-based teaching approach mainly conducts teaching activities around the schematic structure of the discourse.It aims to guide students to obtain information through the discourse structures and linguistic features of different genres,and improve students’ English reading comprehension ability.Its implied teaching concept conforms to the requirements of The English Curriculum Standard for Secondary Vocational Schools(2020).Therefore,the author tries to apply genre-based teaching approach to English reading teaching in secondary vocational school,aiming to explore the following two questions:1)What are the effects of genre-based teaching approach on secondary vocational school students’ English reading achievements?2)What are the effects of genre-based teaching approach on the development of secondary vocational school students’ genre awareness(linguistic feature,discourse structure and social culture)?Based on Schema Theory,Discourse Analysis Theory and Genre Analysis Theory,the author selected104 students in Grade Two as the research subjects from a secondary vocational school in Tianshui,employed reading test papers and questionnaire as the research instruments and conducted 14-week teaching experiment.The experimental class adopted genre-based teaching approach to carry out the teaching activities,the specific teaching steps referred to Hyon’s genre-based teaching model,consisting of genre analysis,imitation analysis,group discussion,independent analysis,in-depth analysis and imitative writing,and the discourse structures and linguistic features of narration,exposition and argumentation were analyzed in detail.Meanwhile,the control class combined the grammar-translation method and task-based language teaching to conduct teaching activities.After the experiment,the author analyzed the results of two reading tests and questionnaires by SPSS 25.0.Through the analysis of experimental data,the following conclusions are drawn,1)The application of genre-based teaching approach can help secondary vocational school students improve their English reading achievements.In the pre-test,there is no significant difference on students’ English reading achievements between the experimental class and control class.However,after carrying out 14-week genre-based teaching approach,compared with the students in the control class,the students’ English reading achievements in the experimental class are significantly improved and the overall level is better than that of the students in the control class.2)The application of genre-based teaching approach can develop secondary vocational school students’ genre awareness effectively.The results of post-questionnaire show that students in the experimental class gradually have developed the awareness of genre analysis and have formed good habits of genre analysis in English reading with the influence of genre-based teaching approach.Specifically,students begin to actively apply the linguistic feature,discourse structure and social culture of the text to analyze and understand its content.The above results indicate that the application of genre-based teaching approach to English reading teaching in secondary vocational school is feasible and effective,which is helpful to further improve students’ English reading achievements and develop their genre awareness.