文摘
英文文摘
声明
Chapter One Introduction
1.1 Background of the research
1.2 Purpose of this study
1.3 Significance of the study
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 A brief survey of genre
2.1.1 Definitions of genre
2.1.2 Hasan's GSP theory
2.1.3 Martin's figure
2.1.4 Brian Paltridge's framework for genre studies
2.2 An overview of register theory
2.2.1 Definitions of register
2.2.2 Halliday's register theory
2.2.3 Register variables and metafunctions of language
2.3 Genre, register and context
2.3.1 Hasan and Eggin's view
2.3.2 A figure proposed by Bai Hong'ai
2.4 Researches applying genre and register theory into language teaching
Chapter Three Research Methodology
3.1 Research questions
3.2 Research design
3.3 Subjects
3.4 Instruments
3.4.1 Inventories of classroom observation
3.4.2 Questionnaire
3.5 Data collection
3.6 Data analysis
3.6.1 Analysis of the results of observing the teaching of narration
3.6.2 Analysis of the results of observing the teaching of argumentation/exposition
3.6.3 Analysis of the results of observing the teaching of practical genres
3.6.4 Analysis of the results of the questionnaire
Chapter Four Discussion
4.1 Discussion on teaching vocabulary and grammar
4.1.1 Teaching vocabulary and grammar in narration
4.1.2 Teaching vocabulary and grammar in exposition/argumentation
4.1.3 Teaching vocabulary and grammar in practical genres
4.2 Discussion on teaching texts from genre perspective
4.2.1 Discussion on teaching narrative text from genre perspective
4.2.2 Discussion on teaching expository text from genre perspective
4.2.3 Discussion on teaching practical text from genre perspective
4.3 Discussion on teaching texts from register perspective
4.3.1 Discussion on teaching narrative text from register perspective
4.3.2 Discussion on teaching expository text from register perspective
4.3.3Discussion on teaching the practical genres from register perspective
4.4 Discussion on questionnaire results
4.5 Discussion on the investigation
4.5.1 College English Teaching from genre and register perspective
4.5.2 Relation between forms, correctness and appropriateness in CET
Chapter Five Suggestions for Intensive Reading Classes in CET from Genre and Register Perspective
5.1 Dealing with lexical features
5.2 Dealing with the language forms
5.3 Analyzing the structure and text meaning
5.4 Recognizing register by guessing the context
5.5 Guessing the genre of the text
5.6 Summarizing the cultural uniqueness
5.7 Mixing methods of teaching writing with reading together
Chapter Six Conclusion
6.1 Major findings
6.2 Implications
6.3 Limitations
6.4 Possibilities for further research
References
Appendix
Acknowledgements
