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hedefinition proposed by Martin has surely been the foundation for the work ofAustralian School.
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Chapter 3 Methodology.........31
3.1 Research Questions......31
3.2 Subjects......31
3.3 Instrum ents..........32
3.3.1 Questionnaires..........32
3.3.2 Interviews........33
3.3.3 T ests........34
3.4 Data Analysis.......34
Chapter 4 The First-roundAction Research...........36
4.1 Identifying Problems....36
4.2 Making theAction Plan.........38
4.3 Im plementing theAction Plan........40
4.4 Reflection and Evaluation.....43
4.5 Summary....52
Chapter 5 The Second-roundAction Research.......54
5.1 Identifying Problems....54
5.2 Making theAction Plan.........55
5.3 Im plementing theAction Plan........57
5.4 Reflection and Evaluation.....62

Chapter 5 The Second-roundAction Research

This chapter describes the second-round action research. It involves identifyingproblems, making the action plan, i mplementing the action plan, the reflection andevaluation, a summary, as well as the discussion of the research questions.

5.1 Identifying Problems

According to the results of first-round action research, the researcher found thatsome problems still existed during the application of genre-based teaching approachto reading teaching, which needed to be studied in this round.Firstly, genre-based teaching approach is new to the students, and it m ay cost alot of time for the students to figure out wh ich kind of genre the passage is, then itmay take up too much time in class.Secondly, some students can not m emorize the patterns of dif ferent genresfirmly, which may result from the fact that the teacher directly show the students thegeneric features, not letting them discover the features th emselves. The deductiveteaching process may prevent the students’improvement to some extent. In addition, afew students still rely too much on the tea cher, and they are more apt to theteacher-centered class.Thirdly, students are still lack of cultural background knowledge of a passage,which may result in their poor understa nding of it. What’s more, there a re fewstudents who do not talk about the texts in group discussion, on the contrary, they use the time to chat with others, which may disturb the classroom discipline.

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Conclusion

This chapter is a summary of this thesis study. It gives a conclusion of the majorfindings, the pedagogical implications, and the limitations of the study. What’s more,the researcher also provides some suggestions to other researchers for future study.The researcher does an action research to study students’ reading learning underthe guidance of genre-based teaching approach. After two rounds of data analysis andinterviews, the researcher finds that genr e-based teaching approach has great effectson students’reading learning.Firstly, the genre-based teaching approach is really helpful. Students have madegreat improvements in reading under the gui dance of genre-based teaching approach.The reading scores of the students in this class has significantly increased.Secondly, it is obvious that stude nts’ genre awareness has surely improved afterexposure to this teaching m ethod. The findings prove th at genre-based teach ingapproach could be a useful tool for enha ncin