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br /> In China some experiments have been conducted too to assess the effectiveness ofgenre- based reading instruction (Li Sen, 2001; Li Qi & She Hongyan, 2003; Li Hongmei,2005). Their studies show that genre-based teaching approach can improve collegestudents’ reading comprehension ability and arouse their interest in reading. But all thesestudies targeted non-English majors. We do not know if genre-based teaching approachsuits English majors who are supposed to have higher language level, different teachingsyllabus and different professional pursuit. The ensuing study will address thoseconcerns.

Chapter 2 Literature Review

In this chapter, first we deal with the theoretical framework which is discussedmainly from three academic schools of genre study: New Rhetoric School, AustralianSchool and ESP School. We explore the definitions of genre and then present theanalytical model of each genre study school. Then we review previous studies ofgenre-based teaching approach abroad and in China. Since the present study is on theapplication of genre-based teaching approach in English major reading instruction, anoverview of applied studies of genre analysis theory to reading is particularly presentedin this chapter.

2.1 The Notion of Genre
The concept of genre and genre study has long before been associated with folkstudies, rhetoric, literary studies and more recently with linguistics. Three traditions ofgenre study are the most influential (Hyon, 1996). They are New Rhetoric School,Australian School and ESP School.

1) Definitions from New Rhetoric School
From a New Rhetoric School perspective, a genre is defined as “typified rhetoricalactions based in recurrent situations” (Miller, 1984). Miller pointed out five features ofthis understanding of genre. A genre is a frequently repeated social action taken by anindividual to achieve his rhetorical goal. Genre, as meaningful action, is governed byrules to some degree. Genre is different from form which is a more general term. Genres,as recurrent patterns of language use, are not only parts of a culture but also help shapeculture. A genre is a mediating force which enable individual to realize their rhetoricalintention in accordance with social exigence.

Chapter 3 Teaching Design of Genre-based English...........34-48
    3.1 Genre-based Teaching Procedures.......... 34-40
        3.1.1 Modeling Analysis..........34-36
        3.1.2 Imitative Analysis.......... 36-37
        3.1.3 In-depth Analysis.......... 37-38
        3.1.4 Integrated Exercise.......... 38
        3.1.5 Independent Analysis.......... 38-39
        3.1.6 Imitative Writing.......... 39-40
    3.2 Genres Chosen for the English Major..........40-46
        3.2.1 Narration ..........40-42
        3.2.2 Exposition ..........42-43
        3.2.3 Argumentation.......... 43
        3.2.4 Hard News Story..........43-44
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