Chapter 1 Introduction
阅读在英语学习的输入始终是一个重要的方式。近年来确定在“大学英语系教学大纲”的冲动，以加强学生的听，说能力，但在中国的主要途径输入只能阅读时间。因此，我们在任何位置停止阅读和阅读教学的探讨。此外，英语系，英语论文范文，阅读课，无论是密集的或广泛的，是远远有效。传统的“语法翻译”的教学措施仍然占主导地位，在许多英语阅读班（李辉，英语论文网站，1999年）。
Students are also tired of reading coursesince they have been taught in a similar way for more than 10 years in their Englishclassroom as well as in Chinese classroom. In view of this a reform needs to be carriedout in reading instruction in order to cultivate students’ interest in reading and promotethe effectiveness of reading course. What is more, English majors need to gain acompetitive edge on non-English majors especially in professional settings. According toCai Jigang (2017), the language level of non-English majors almost parallels that ofEnglish majors when they enter college. In quite a few universities, especially in keyuniversities, English major courses are also offered to non-English majors in the last twoyears of their college study. As a result, their language level is very close to that ofEnglish majors. Some of them even go beyond. Under such circumstances Englishmajors may find themselves in a very embarrassing situation in job-hunting since theyknow little about other fields or professions except English language itself, which givesthem no advantage over non-English majors. So they need to familiarize themselves withdiscourses of other profession, which will help them perform competently in their futurecareer either as translators or as teachers, or whatever. In this regard, genre-basedteaching approach is a good alternative for teachers to instruct English majors to learndifferent professional discourses, which will make English majors more competitive in professional context. Just as Bhatia (2017) suggested, a multidimensional view of genrecan “bridge the gap between the ideal world of classroom and the real world ofprofessional practice”. |
