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Chapter One Introduction

1.1 Research Background

Genre is a relatively new concept in the broad domain of English as a foreign language (EFL) and English as a second language (ESL) today. And genre analysis has become an important approach to text analysis. It is the study of how language is used within a certain setting and focuses on issues such as rhetorical styles and discourse types (Swales, 1990). Genre-based  pedagogy  (GBP)  has  a  communicative  purpose  as  its  foundation  and originated through the works of Halliday and Hasan (1976), Swales (1990), Martin (1992), and  Bhatia  (1997).  Martin  (1992)  and  Swales  (2004)  regard  the  purposes  and  time  of communicative  as  determinants  of  genre  and  emphasize  the  socio-cultural  attributes  of genre. Compared with the traditional teaching, EFL teaching based on genre analysis which focuses  more  on  discourse  analysis  with  the  explanation  of  the  macrostructure  and communicative function is not only paying attention to the language and structure of the text but also connecting genre with society and culture. 

Reading is one of the essential skills in language learning. It provides a major channel for the second language (L2) learners to get language input. Textbooks remain the primary source of language materials for students to read (Tomlinson, 2011). The classification of the  genres  in  textbooks  include  the  deep  analysis  of  genre  families,  sub-category  genre types and reveal its schematic structures, key language features, which can provide a chance of development in reading teaching in EFL classroom. To our knowledge, researches on English  textbooks  by  domestic  scholars  and  teachers  were  mostly  conducted  from  the perspectives  of  vocabulary,  language  forms,  and  culture. A  small  number  of  researchers have studied the textbooks in the aspect of genre and most of them concentrated in senior high and college. Moreover, the features of genres remain less explored in JEFC contexts. 

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1.2 Research Purpose and Significance

This  research  analyzes  the  reading  texts  in  junior  high  English  textbooks  from  the perspective of the genre, including its communicative purposes, schematic structures and key features, and then compare the genre distribution with the requirements in ECS (2011). It has specific purposes and significances.

The aim of the study is to classify the genres presented in English textbooks and reveal the communicative purposes, schematic structures, and key features of different genres in order  to  provide  teachers  with  useful  genre  related  pedagogical  implications. Also,  the comparison between distribution of genr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。