英语论文网

Chapter One Introduction

1.1 Background of the study
With the development of science and society, English that is regarded as the globallanguage (Nunan, 1991) has aroused more attention than ever before. It has been playing amore important part in obtaining worldwide information, which requires a higher Englishability especially reading ability. Reading is a cognizant and verbal process and it is themost effective ways to obtain information among the four macro-skills that is listening,speaking, reading and writing, though they are indispensable in English learning. So, moreand more people begin to pay more attention to reading comprehension. As Carrel (1983)put it, “for many students, reading is by far the most important of the four skills in a secondlanguage, particularly in English as a second or foreign language” (P.553).The Senior Middle School English Syllabus (2003) (short for New CurriculumStandards) confirms English as a compulsory course in basic education and demands thatthe English reading level of Senior High students reaches six level at least. The NewCurriculum Standards implies that the English teaching should take more attention toenhancing students’ comprehensive language ability but the linguistic knowledge alone.And the New Curriculum Standards defines the new goals of teaching reading are: to makestudents read efficiently, to stimulate students’ reading interest, to increase their readingconfidence, and to cultivate their awareness of genre. Therefore, enhancing students’reading ability and developing students’ reading competence are the main work of Englishteaching.
…………….

1.2 Significance of the study
According to the situation of English reading teaching, this research implementsgenre-based approach, aiming to make reading teaching effectively. The practicalsignificance is as follows:Firstly, it can help teachers to understand the mechanism of discourse-buildingresource. Genre-based approach is a method that applies genre and genre analysis intolanguage teaching. It combines linguistics, sociology and psychology to analyze texts, nottraditional linguistics. So, teachers may understand the construction of discourse ratherthan description of discourse. Teachers also know well formation of discourse is theconstruction of both language and culture, which will help teachers develop their teachingbetter.Secondly, it can help students promote their understanding abilities. Teachingactivities based on genre structure can assist students in understanding the organization oftexts. It’s worth emphasizing that students will master structure of discourse to grasp themain purpose quickly and improve reading speed. By doing this, students understandconstruction of discourse effectively and improve ability of discourse analysis andconfidence of creation.Lastly, it can help students form good reading habits and strategies. In Senior HighEnglish teaching, teachers analyze discourse mainly from the perspective of linguistics thataims to train students’ understanding of language points, not cultivate students’ readingstrategies. On the contrary, genre-based approach demands teaching activities need todevelop students’ good reading habits and strategies by doing activities which are based ondiscourse structure. And the teachers guide students do reading by applying differentreading strategies.
…………本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。