Genre-based Approach to English Vocabulary Teaching in the Senior High School体裁教学法在高中英语词汇教学中的运用.docx

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1、 J I A N G S U U N I V E R S I T Y本 科 毕 业 论 文 体裁教学法在高中英语词汇教学中的 运用学院名称： 外国语学院 专业班级： 英语（师范） 0702 姓名学号： 指导教师姓名： 指导教师职称： 2011 年 6 月Genre-based Approach to English Vocabulary Teaching in the Senior High SchoolByTong YanUnder the Supervision of Cao XiaSubmitted in Partial Fulfillment of the RequirementsFo

2、r the Degree of Bachelor of EnglishEnglish DepartmentSchool of Foreign LanguagesJiangsu University June 10, 2011DECLARATIONI hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person

3、or material which has to a substantial extent been accepted for the award of any other degree or diploma at any university or other institute of higher learning, except where due acknowledgment has been made in the text. Signature: _Name: Date: _June 10，2011_原创性声明兹呈交的学位论文，是本人在导师指导下独立完成的研究成果，在论文写作过程中

4、参考的其他个人或集体的研究成果均在文中以明确方式标明，本人依法享有和承担由此论文而产生的权利和责任。 声明人（签名）：2011年 6 月 10 日ACKNOWLEDGEMENTSMy special thanks first go to Cao Xia, who has spent a lot of time guiding me throughout the writing of this thesis and made it all possible. She led me into the fantastic world of advertising and showed me the

5、path to its academic studies. From the planning of the thesis to its completion, I have benefited enormously from her illuminating criticism, comments and suggestions. The paper would not have come out without her patient supervision and constant encouragement.I also want to express my sincere grati

6、tude to all other teachers in the four years of my university study. This paper is the accumulation of what I have learned in their courses on language and culture. I have greatly benefited from their lectures and have been inspired a lot by them. Any progress I have made is the result of their pain

7、staking efforts and unselfish devotion.I would also like to thank my classmates with whom I have discussed the ideas that occurred to me in the course of my writing this paper and who have helped me with proofreading. I have benefited much from them in correctly analyzing the case.Finally, I would l

8、ike to thank my parents and my close friends for their invaluable love and sustained encouragement during the whole process of writing. iiABSTRACTGenre-based Approach to English Vocabulary Teaching in the Senior High School Genre-based teaching approach is a pedagogy based on genre theory, which app

9、lies the genre theory and genre analysis theory in classroom activities. It revolves around the schematic structure of a text in teaching. Based on the relevant theories, the author tries to apply this approach to English vocabulary teaching in the senior high school. This approach aims to help stud

10、ents acquire new words by genre analysis. The author carries out an experiment in 2 parallel classes in JuRong Senior High School to prove its validity and practicability. From the experiment, the author finds out that genre analysis of the passage can help the students understand the macrostructure

11、 and background of the passage so that they can have a better idea of the context where the new words appear. By analyzing the data collected from the experiment, the author draws the conclusion that genre-based approach is beneficial to vocabulary teaching so that the students can acquire the vocab

12、ulary more effectively. Key words：Genre-based approach; senior high school students; English vocabulary teaching 摘 要体裁教学法在高中英语词汇教学中的运用童妍 体裁教学法是一种基于体裁理论的教学法，该教学法是把体裁及体裁分析理论运用于课堂教学实践中。本文作者试图将其应用于高中英语词汇教学，旨在通过分析文章体裁，使学生更好地掌握和记忆单词。作者就此假设的有效性和可行性在句容市高级中学高一年级两个平行班进行实验。研究表明体裁分析能够使学生对阅读文章有宏观理解，理解文章的大致结构和背景，

13、从而更好地理解单词使用语境。通过实验数据分析得出结论，体裁教学法有利于英语词汇教学，从而对学生词汇学习起到积极作用。关键词：体裁教学法；高中学生；英语词汇教学 CONTENTSACKNOWLEDGEMENTSiiABSTRACT摘 要Chapter One INTRODUCTION1Chapter Two LITERATURE REVIEW2 2.1 Different Vocabulary Teaching Approaches.2 2.2 Genre-based Teaching Approach.3Chapter Three RESEARCH DESIGN5 3.1 Purposes5

14、3.2 Procedure5 3.2.1 Teaching .6 3.2.2 Testing.8Chapter Four RESULTS AND DISCUSSION 9 4.1 Results9 4.2 Implications For Vocabulary Teaching10Chapter Five CONCLUSION12WORKS CITED.13APPENDIX I14APPENDIXII.15APPENDIXIII.16Chapter OneINTRODUCTIONLanguage is made up of 3 important elements: phone, gramma

15、r, and vocabulary. A great English linguist once said: if there is no grammar, people can only express something, but if there is no vocabulary, people can express nothing. So vocabulary and how to use it are keys to English learning. Whether students can use the vocabulary they have learned in real

16、 language situations to express their opinions, exchange information and communicate has been extremely significant. The new curriculum of senior high school English learning has improved the standard of English vocabulary learning. The usage of many words has become more flexible, which may be an o

17、bstacle for students. Nowadays, the basic vocabulary teaching approaches are word-building teaching approach, multi-media teaching approach, and reading approach. Reading is an intelligent activity to gain complicated information from a text, as well as a mental progress to understand it. So it is a

18、n important method to master a foreign language. At present, a large number of English teachers begin to pay more attention to improving students reading ability, especially their reading skills and reading strategy. Some scholars have investigated how to conduct reading courses by genre-based analy

19、sis of the article. The author of this paper supposes that genre-based teaching approach can also help students to learn and use words correctly, and some data of design is collected to prove its practicability.Chapter Two LITERATURE REVIEW2.1 Different Vocabulary Teaching ApproachesThe domestic inv

20、estigation about vocabulary teaching approach is quite broad, and there exists many points of view about it. But the key point is about how to help students master the words more effectively and quickly. As the domestic scholars are paying more attention to vocabulary teaching and vocabulary teachin

21、g theory has been developing, there appear different approaches of vocabulary teaching, and the author here will list 3 main approaches about new words teaching. First, it is word-building teaching approach. There are rules in English words formation. They are compounding, deviation and conversion.

22、So teachers use the rules of word-building to teach words, which helps students to expand their vocabulary and improve the ability to guess the meanings of words. For example, when the teacher teaches word sense, there are words sensation, senseless, sensible, sensibility, and sensitive. When teach

23、words mate, there are words classmate, roommate, desk mate, schoolmate, and workmate. Second, it is multi-media teaching approach. Multi-media teaching approach is to use multi-media such as objects, pictures, sounds to pass information on to students so that students can have a more direct and vivi

24、d impression of new words. Third, it is reading-based teaching approach. Students can get contact with many new words in reading. It can help students to think about words in context and have deeper information from context (Zeng 16-17). Since the 1990, scholars in our country have introduced and ev

25、aluated genre and genre-based teaching approach. Some experts and scholars have used these theories to guide reading (Gao; Li) and the validity has been widely accepted. But there are few scholars using these theories to guide vocabulary teaching.2.2 Genre-based Teaching ApproachThe word genre comes

26、 from the French word for kind or class. It has been recognized as one of the vastest but also one of the least defined areas in linguistics. One reason for this is that our understanding of genre is based on contributions from a variety of academic disciplines that diverge from one another consider

27、ably, including literary studies, rhetoric, ethnography and applied linguistics, etc(Ding 18). As a result of these diversified ways of interpreting genre, several definitions have derived. Originally, Miller, a main representative of the New Rhetoric, posits genre as social action, arguing that gen

28、re serves to help students understand how to participate in the actions of a community. Genres are best understood not so much as types, to be defined by their textual regularities, but rather as typified actions in response to recurring social contexts(63). Another famous applied linguist Swales of

29、fers further explanations to the concept of genre and sees genre. It is a classification of communications events (Swales). Based on Swales illustration of genre, Bhatia further perfected the definition of genre. Bhatia attaches great importance to the tactical aspects of genre construction, which p

30、lays a significant role in the concept of genre as a dynamic, flexible, purposeful, and useful social process against static one. He emphasizes the dynamism and creativity of genres (16).Genre analysis is a system of analysis that is able to reveal something of patterns of organizations of a genre a

31、nd the language used to express those patterns in the light of their communicative purposes (Dudley-Evans 43). The purpose of genre analysis is to answer this questionwhy are specific discourse-genres written and used by specialist communities the way they are. Many linguists have already applied th

32、e concepts of genre analysis into the teaching of writing and have achieved sound results and thus formed the so-called Swalesian schools New rhetoric schools and Australian schools. Genre-based teaching approach is a pedagogy based on genre and genre analysis. This approach has the communicative pu

33、rpose as its foundation and originates through the work of Halliday, Swales, and Bhatia (Kay and Dudley-Evans 309). It supplies students and teachers with a useful framework. In the recent years, there exist 2 important schools to investigate genre and genre analysisSwalesian school, which is repres

34、ented by Swales and Bhatia; Australian school which is represented by Martin. After their investigation, there appear 3 approaches in genre pedagogy. They are ESP and EAP genre-based teaching approaches, New Rhetoric genre-based teaching approach and Australian genre-based teaching approach(Qin). In

35、 the teaching practice, the pedagogical aims, contexts and instructional framework of the three approaches differ. First, the pedagogical contexts and aims are different. In ESP, researchers have focused pedagogically on the tertiary level and beyond. They have been concerned with students outside o

36、f mainstream, English-speaking populations. Their aim is to help nonnative speakers of English master the functions and linguistic conventions of text that they need to read and write in their disciplines or professions and assist them Achieve a level of competence that, in career-related genres at

37、least, surpass that of the average native speaker” (Floweredew 305). In particular, they emphasize the teaching of genre structures and grammatical features. Second, the researches in New Rhetoric Studies have focused on mother tongue education at a more advanced level. Their students are usually th

38、e mainstream learners with high levels of educational competence. In Australia, Genre-based applications have been paid more attention to mother tongue education in primary and secondary schools. The pedagogical aim is to help students participate effectively in the school curriculum and the broader

39、 community” (Hyon 56)Chapter Three RESEARCH DESIGN 3.1 Purposes Though there are many genre theories and many scholars have applied them into reading and writing course, there are few investigations about genre applied into vocabulary teaching. The new curriculum of senior high school English learni

40、ng has improved the standard of English vocabulary learning. The usage of many words has become more flexible, which may be an obstacle for students. The author wants to apply genre-based teaching approach into the high school vocabulary teaching, so the purposes are as followed:1) To know whether g

41、enre-based teaching approach works well in vocabulary teaching.2) To know why genre-based teaching approach works in vocabulary teaching3.2 ProcedureThe experiment was carried out in JuRong Senior High School. This experiment was conducted in 2 parallel classes, class 2 and class 4. It consists of 1

42、04 students. The students were taught by the same teacher for about 45 minutes. Class 2 was taught by genre-based teaching approach and class 4 was taught by conventional teaching approach. All the tests done were under the teachers supervision, so the result was believable. 3.2.1 Teaching In class

43、2, the teacher conducts the class by using the genre-based approach. There are three steps in the teaching process.Step1: the teacher introduces the genre. The reading article was the task-based reading passage in 2010 Jiangsu college entrance English exam. The passage was a piece of augmentation. A

44、rgumentation is an important genre in reading. Usually, it points out the statement in the beginning part of an article. The following parts are used to support or weaken the statement. Frequently, the supporting parts are in details. The purpose of argumentation is to make readers agree with the ma

45、in point of view and then support it. This kind of genre usually appears in policies, editorials of newspapers, article on political or theoretical questions and various proposals. The article here is argumentation on theoretical questions. Step 2: the teacher analyses the genre of this passage. The

46、 main task is to enable students to grasp the basic structural features of the text, which is to meet the essence of genre-based teaching approach that is to instruct the students to know the characteristics and procedures of the text from the special structure of different genre. The teacher lists the macrostructure on the blackboard. Main point: animals might have a built-in compass. Supporting details:1) The existence of the earth magnet a