An application of Genre-based Teaching Approaches into the teaching of English reading and writing

There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.

Analysis on the Application of Genre-based Approach to English Teaching

The awareness of applying genre in teaching and learning language has been aroused recently, and the choices of genres are connected closely with teachers' teaching goals and the needs of students. This paper which holds certain pedagogic purpose, analyzes genre-based teaching approach via an analysis on an English text book named Changes (level 1), aiming to help EFL teachers cultivate their genre awareness.

The Application Study on Genre-based Approach in the English Exposition Writing Teaching for Professional College English Major Students

The previous studies show that the major problems faced by the students in writing can be classified into two categories, that is, they don't know"what to write"and"how to write". The researchers found that the specific problems existing in their writings are identified as poor content, incomplete generic structure and misuse of cohesive devices. Therefore, on the basis of the previous studies, this study attempts to use Martin's genre theory to resolve the existed problems of the Professional College English major's students in writing and enhance students' discourse writing ability. Meanwhile, this study tries to answer the following questions:(1) Compared with the traditional writing teaching methods, whether the genre-based writing method has a significant effect to improve students' writing skills;(2) Whether the genre-based writing method is possible to increase students' interest in writing. The experimental result and the questionnaire show that genre-based approach in ESL writing teaching really can improve students' writing achievement and enhance students' interest in English writing.

Genre-Based Teaching

This paper applies the techniques of genre analysis to the writing course directed at learners aiming to use English in Professional settings, and analyses its teaching roles.

The Application of Genre-based Approach in Teaching English Reading in Mid-level Professional School

Reading is a complex process,and effective reading is preceded by discourse patterns,namely genre knowledge of the passage structure.Genre-based approach applies the theory of genre and genre analysis to the classroom,and develops teaching activities revolving around the schematic structure of a text.It is attempted by teaching genre knowledge to cultivate students' genre awareness under certain social and cultural environment for enhancing their reading comprehension.

Genre-based Language Teaching

For the past decades,genre-based language teaching has drawn an increasing attention from researchers and language teachers.It has been applied to more and more language teaching contexts.This paper aims to explain this teaching approach from the following aspects:theories underlying it,design and teaching procedures.It also explores ways to apply this approach to English writing teaching.

A Genre-Based Approach to Developing Learning and Teaching Academic Writing Skills With Relation to the Omani Technical Context

Teachers are supposed to apply the Genre-Based Approach(GBA)to teach academic writing in the Foundation Year Program(FYP)in the colleges of technology.However,students in these colleges find it difficult to produce a formal piece of academic work(Al-Husseini,2004).Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening.He carried a questionnaire study to reveal the causes of difficulties in academic writing.The author restricted his focus on research to lack of practice in applying these skills in students’writing as that is more relevant in the technical colleges’context.The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA,partly discourage the adequate mastering of these skills.Following the GBA to tackle such problem might be useful.As a consequence,the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.

Genre-Based Approach in Business Translation Teaching

Genre-based teaching approach is a pedagogy based on genre and genre analysis theory.Based on this teaching approach,the paper puts forward a three-stage model appropriate for the teaching of business English reading.It develops teaching activities focusing on the schematic structure of a discourse.Its purpose is to make students know that the discourses with different genres have different communicative purposes and discourse structures.Through a theoretical analysis and empirical study of the model,it is concluded that genre-based teaching approach can effectively help students improve their ability of business English reading comprehension.

Genre-based Approach to Language Teaching

This paper introduced three schools of genre-based approaches in English teaching, focusing in particular on the SFL approach. A model of pedagogy teaching students to write English editorials is designed.

A Brief Review on SLA-Based Approaches to the Teaching of Preposition “on”

English prepositions have always evoked great challenges to ESL/EFL students for their polysemy and complicated usages.Many linguists and grammarians have proposed different views regarding their learning and acquisition.In order to investigate the implications for preposition teaching,SLA-based approaches to the study of on,one of most important prepositions,are reviewed briefly.It is pointed out that a more systematic and principled method is called for.

On the Application of Task-based Language Teaching Approach to English Phonetic Teaching

Task-based language teaching approach(TBLTA), which lays stress on "learning by doing", gained increasing popularity in English teaching in recent years. The design of phonetic teaching calls for more emphasis from English educators since it is one of the basic rounds of English teaching. This paper made a trial on the utilization of TBLTA in the English phonetic teaching context and designed a TBLTA model for English phonetic teaching based on discussions about model and merits of TBLTA.

Task-Based Approach in Language Teaching

During recent years,some notions about tasks have been considered as the major part of analysis in different teaching approaches and teachers are being more interested in the use of taskbased approach both in foreign and in second language teaching.The main goal of this article is to introduce and discuss some major principles of task-based language teaching and indicates how teachers can apply them in their curriculum.

The Application of Corpus-based Teaching Approach to Medical English Vocabulary

Insufficient vocabulary has become a barrier to reading comprehension and translation in the process of ME (medical English) study to the third-year students at medical universities or colleges. The current study was designed to investigate corpus-based teaching ap-proach to enlarging students'vocabulary in the course of higher learning of ML (medical literature). The study was carried out from 2006.9 to 2008.9 among third-year medical students in our college. Students were encouraged to augment their vocabulary by active practice,intensive learning,and comprehensive learning respectively through discovering study by using self-made ME corpuses (90,000 words). In doing so,their vocabulary was enlarged by actively using the essential vocabulary,attaching more attention to the difficult technical vocabulary,and getting familiar with medical terms,which eliminated their language barrier,improved their integrated language proficiency,and developed their sense of achievement.

A Review on Theories of Task-based Teaching

Based on several books on English teaching and learning,this paper gives a general review on task-based teaching.Firstly,it introduces the definitions of task and task-based syllabus and makes two distinctions,namely,"task"and"activity","taskbased teaching"and"communicative teaching".Then it states the notions behind the task-based teaching.Finally,it gives the notes for the application of this approach.

On the Effects of Applying Task-based Approach to Business Oral English Teaching in Higher Vocational College

A teaching experiment was conducted to investigate the feasibility and effectiveness of applying of Task-based approach(TBA) to business oral English teaching in higher vocational college.Instruments are tests and questionnaire for the experimental participants.Based on the data analysis,it can be concluded that TBA proves to be more effective especially compared with PPP approach.

Application of Task-based Approach in College English Vocabulary Teaching

With the rapid development of economy and society,more and more people pay attention to English teaching.Vocabulary,the basic unit of language,is regarded as the center of language teaching by many linguists and educators.For Chinese students,vocabulary learning is also the most difficult and important problem in language learning.Unlike that in English-speaking countries,there is an absence of a foreign language environment for Chinese students,and most of their vocabulary is derived from classroom learning.Thus it is necessary to find an effective method to deal with vocabulary teaching.It analyzes college English vocabulary teaching,as college students have formed the corresponding language skills with more suitability.For a long time,students develop the habit of memorizing words repeatedly,consuming a lot of time,but the result is not satisfactory.Faced with this phenomenon,this paper analyzes the problems existing in College English vocabulary teaching and explores the reasons of the problems.Then it analyzes the application of task-based approach in college English vocabulary teaching.

The MOOC/SPOC Based"1+M+N"Multi-University Collaborative Teaching and Learning Mode:Practice and Experience

Since 2012, the MOOCs, the massive open online courses, have brought big influences on the higher education in the world. How to use MOOCs to help universities rather than bother them to improve their education level and quality becomes an important issue. In China, many universities have explored the new modes and approaches for MOOC/SPOC-based teaching and learning. Especially, the China MOOC Association on Computing Education(CMOOC association), established in 2014, has done a set of successful practice and achieved fruitful experiences on MOOC courses development and computer education reform. Based on the practical experiences, a MOOC/SPOC based "1+M+N" multi-university collaborative teaching and learning mode is presented, which is adapted to the real situation of Chinese university education. In the paper, the practices and experiences of CMOOC association are introduced, the MOOC/SPOC based "1+M+N" multi-university collaborative teaching and learning mode and its approaches are described. Finally, the suggestions for MOOCs development and applications are also presented.

On the Application of Task-based Approach in English Listening Teaching at Middle Schools

In order to command a foreign language, it requires a balanced development in listening, speaking, reading and writing,which are four essential skills of language competence. Listening is not only a vital approach to acquire language, but also an important way to communicate with others in our daily life. The Task-based Approach(TBA) focuses on the specific task, which is the learning motivation. The process of finishing the task is the process of learning. The teaching result is judged by the task performed or not. This research discusses the application of TBA in English Listening Teaching at Middle Schools in order to improve the students listening ability. In the first part, the author introduces the background and significance of the research. In the second part, it states the definition of listening comprehension, the characteristics of listening process, three models of listening processing. In the third part, it introduces the definition of Task, characteristics of task, and the principles of designing a task. Finally, it introduces the Task-based Approach. In the fourth part, discusses the current situation of English teaching at middle school,and the elaboration on the task-based model of English listening teaching. All in all, the research is to make the audience to understand the application of Task-based Approach in English listening teaching at middle schools so as to improve the students' English listening ability.

Application of Task-based Teaching Approach to Business Oral English Teaching

Task-based teaching approach(TBTA) is widely accepted and plays a more important role in foreign language teach ing.This paper is aimed at analyzing specific task design and the application of task-based teaching approach to business oral Eng lish teaching.It briefly introduces what the task-based teaching approach is and Willis'model for TBTA.Based on this model,it probes deeply into the teaching tasks design and teaching procedures.By applying the task-based teaching approach in business oral English teaching,teachers can assign students various tasks in the class to not only arose students'interest in English but also develop their communicative competence of business English.

Genre and culture teaching in Advanced English

This paper presents the basic principles of the interactive approach in reading, which is further adopted in Advanced English teaching. From the analysis, the paper concludes that it is necessary for teachers to instill a sense of culture and genre in Advanced English teaching.