Chapter One Introduction
1.1 Significance and purpose of the study
There are five fundamental skills in English learning: Listening, speaking, reading,writing and translating, among which reading is regarded as the most reliable and efficientway to expand knowledge and gain information. Reading ability is a basis of languageapplication ability. Reading comprehension is also the focus of all different kinds ofEnglish Tests. Reading section is the important part no matter in College English Test BandFour or other English Proficiency Tests. But nowadays college students’ reading ability isnot satisfying. They often get low marks in reading comprehension part in Englishexaminations. Sometimes they can understand several separated words or sentences but failto grasp the theme or the main idea of the article from the discourse level. Passages are cutinto broken pieces, not as a whole. So what is the reason? It is mainly due to the traditionalGrammar-Translation model which has been dominating college English class. The teacherteaches a lot about words and grammar, but ignores the relationship of words andparagraphs in the text. This teaching method causes the students to grasp the languagepoints but fail the text organization. They meet with a lot of problems when reading. InMarch, 2017, the Ministry of Education started an overall program: the Program ofTeaching Quality and Teaching Reform in Institutions of Higher Education. In January,2017, the Teaching Requirements of College English was also promulgated by the Ministryof Education. Both the Program and the Requirements aim to make reforms in CollegeEnglish teaching and to improve the students’ integral abilities of using English.From the above, we can see it is necessary and urgent to do some changes on readingteaching. But how to achieve better results in reading class and improve students’ readingability? This paper tries to find an effective way to solve the problem. It intends to discusshow to teach reading from the perspective of discourse combined with genre analysis.
1.2 Method of the study
This paper tries to test whether the application of textual analysis and genre-basedapproach is effective or not in improving non-English majors’reading competence throughan experiment. One hundred and fifty-two non-English majors are chosen. They are in theirsecond years at Agricultural University of He Bei .They are divided into two groups. Oneis the experimental group and the other is the control group. The experiment consists ofpre-test, post-test, questionnaire and then data analysis.
1.3 Organization of the thesis
This paper consists of six parts.Chapter One is a general introduction.Chapter Two is a literature review, consisting of genre theory and discourse theory.Chapter Three elaborates the application of textual analysis and genre-based teachinginto 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.
Chapter Two Literature Review ...................10-18
2.1 Genre Theory and Related ................... 10-13
2.1.1 Definition of Genre ...................10-11
，英语论文，英语论文 |
