英语论文网

es in textbooks and the reading requirements in ECS  (2011)  could  offer  the  textbook  authors  some  suggestions  and  inspire  the  English teachers to complement books with richer genres.

Theoretically, this research could enrich the genre theory of Sydney School in the EFL field and expand the scope of textbook evaluation at home. Since most domestic scholars and  teachers'  research  on  English  textbooks  are  conducted  in  the  higher  education  and English for Specific Purpose (ESP). The genre analysis of English textbooks in junior high school is often ignored.

.......................

Chapter Two Literature Review

2.1 Genre Theory

This  thesis  mainly  focuses  on  the  analysis  of  English  textbooks  in  JEFC  based  on genre theory. As a literacy and rhetorical term, genre was first introduced into a linguistic study by ethnologists. It has been given various meanings in the works of different scholars, and thus develops different theories. At present, major genre researches can be divided into three schools: Swalesian School represented by Swales and Bhatia, New Rhetoric School (NRS)  represented  by  Miller  and  Bazerman,  and  Systemic  functional  linguistics  (SFL) School represented by Hasan and Martin. They see genre from different perspectives so that the definition and the way of genre analysis are also different. Therefore, the first part will start with the definition of genre, move on to the classification, and end with previous studies at home and abroad.

2.1.1 Definition of Genre

The word ‘genre’ came from French, and its original meaning was ‘kind’ or ‘type’. Before the 19th century, genre research was mainly focused on literary works, and it was later officially introduced into the field of linguistic research by ethnologists (Swales, 1990). In the ESP context, Swales (1990) claims that a genre comprises a class of communicative events  and  that  the  members  of  this  school  share  some  set  of  communicative  purposes. Scholars in NRS defines genre as typical responses to recurring rhetorical situations at the earliest.  Miller  (1984)  was  the  first  one  to  link  the  recurrence  of  rhetorical  situations  to genre  and  draw  his  definition  of  genre  as  a  conventional  category  of  discourse-based  in large scale typification of rhetorical action. In SFL, Hasan (1985) defines the genre as a type of discourse, and the genre structure of discourse determines its genre, so the discourse of  the  same  genre  has  the  same  structure.  According  to  Ventola  (1988),  genre  is  a communicative  process  with  identifiable  steps,  and  it  is  routine-like.  On  the  basis  of summing up SFL researchers’ theories and educating experience, researchers from Sydney School  adopts  a  w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。