..精選文檔精選文檔.體裁（genre）是一種社會交際活動的分類，與一個社會的政治、文化結構和慣例緊密相關。體裁分析是語篇分析的新發展，其根本宗旨是研究語篇的交際目的和語體裁和體裁分析理論越來越多地應用于語言教學中的研究熱點。本文就其理論依據和教學模式進行探討，以期為語言教學實踐提供參考。一、理論依據為代表的特殊目的英語學派forSpecific，，以，n為代表的系統功能學派l）Miller，Berkenkotter&為代表的北美新修辭學派（依次簡稱PL學派和R學派。ESPSwalesa）體裁是一種可辨認的交際事件（）體（）在建4行人仍可在體裁規定的框架內傳達個人的意圖或交際目的。SFL學派中的Martin認為體裁是“一種有步驟的、以交際目的為導向的、某一特定文化成員參與的社會交往過程Eggins把體裁定義為“使用語言達到的有步驟、有目的的活動R學派的r認為體裁是“社會行為語篇。體裁分析。體裁分析是多學科交叉研究的產物，既涉及文體分析，又涉及語篇分析，認知因素。二、體裁教學法體裁教學法是把體裁和體裁分析理論運用到課堂語言教學中圍繞語篇的圖式結構開展教學活動。其目的是培養學生的體裁能力（e，使學生認識到語篇不僅是一種語言建構，更是一種社會意義建構。體裁教法根本宗旨是讓學生掌握語篇的圖式結構又能理解語篇的建構過程，以幫助他們理解或創作屬于某一體裁的語篇。 對于體裁教學法，尤其是顯性教學t，三個學派持不同的觀點R學派大多數研究者反對顯性教學認為體裁在課堂上是難以捕捉不可學得的教師的顯性教學會限制學生的創造性學生的體裁意識可通過大量接觸同類體裁的語篇而不斷滲透獲得體裁知識與得體的交際行為不是通過課堂指導學得的，是在參與日常活動和職業生活中自然習得的。因此基于該學派的理論主張的教學活動受到限制。ESP學派主張顯性教學，認為那些尚未滲透到目標SFL學派也Martin式分為三個階段：示范分析、共同協商寫作tnf、獨立創作tnf理三、體裁教學法的綜合評價教學模式也存在著不足。體裁教學法的優點（1）體裁教學法可以使學習者認識到不同體裁的的語篇具有不同（2）體裁教學法模全面提高學習者的人文素質，可更好地實施素質教育。（1）體裁的規約性可能會導致教學活動具有“規定主義”色彩，學生的寫作實踐出現“千文一面”的局面2“體裁教學法”可能使課裁，故“體裁教學法”在寫作課和閱讀課教學中存在一定的局限性。Genre(genre)isakindofclassificationofsocialcommunicationactivities,andasociety'spolitical,culturalstructureandpracticecloselyrelated(Mr.Kress,1985).Genreanalysisisanewdevelopmentofdiscourseanalysis,itsfundamentalpurposetheaimofcommunicationisthestudyoflanguageandlanguageusestrategies.Theanalysisgoesbeyondthesurfacedescriptionlanguage,payattentiontodiscussthemacrostructureofdiscourseanditscommunicativefunction,tryingtoexplainthespecificdiscourseofcognitivestructure.Genreandgenreanalysistheoryisincreasinglyusedinlanguageteaching,the"typeteachingmethod"hasbecomeahotspotinthefieldofsecondlanguageteaching.Inthispaper,itdiscussesthetheoreticalbasisandteachingmode,soastoprovidereferenceforlanguageteachingpractice.One,thetheoreticalbasisThegenre."Genre"wasfirstusedinthestudyofliteratureandrhetoric,ethnographerslaterintothelinguisticresearchfield.Linguistsinthefieldoflinguisticstomadedetaileddefinitionoftheconceptof"genre".Currentlyengagedinthestudyofgenretheorymainlyhasthreeschoolsabroad:withSwales,BhatiaforSchoolonbehalfofthespecialPurposeofEnglish(EnglishforSpecificPurpose,ESP),withHalliday,MartinSchoolsystemfunction(Systemic-functionalLinguisticsSchool,SFL)andwithMiller,Berkenkotter&Huckin(1993)astherepresentativeofNorthAmericanewRhetoricSchool(NorthRhetoric)(hereinafterreferredtoastheESPinturnSchool,SFLSchoolandNRSchool).ESPSwalestogenredefiningtheearliestintheschool,think"genre"isasetofsocialeventswithacommoncommunicativepurpose.ThisdefinitionwasBhatiafurtherexplanationis:(1)genreisarecognizablesocialevents;(2)thestyleisnotthegeneralsocialevents,butaninternalstructurecharacteristic,highlyconventionalizedsocialevents;(3)intheconstructionofdiscourse,wemustfollowaparticulargenreofpracticerequired;(4)despitethegenreconventionsandconditionality,starters,canstillbewithintheframeworkofgenreregulationsconveypersonalintentorcommunicativepurpose.MartinthoughtgenreofSFLschoolis"astepbystep,thecommunicativegoaloriented,membersofaparticularcultureinvolvedintheprocessofsocialinteraction".Egginsgenreisdefinedas"theuseoflanguagetoachieveastep-by-stepandpurposefulactivitytype",hethought"inourculturehasmanykindsofsocialbehaviorhasbeenrecognisedastherearetypesofgenre".MillerofNRschoolthinkgenreis"socialactivities",in"asaformofsociallife,"shepointedoutthat"genreclassificationisnotintheformofaname,butakindofsocialactivities,itisbasedontypicalrhetoricalactivities,textclassification"ofthecode.Threeschoolofgenreinessenceisconsistent,namelycommunicativegoaldecidedtheexistenceofthegenre,discourseofthesamegenrehavealmostthesameschemastructure.However,becauseofthedifferentculturalfactorsordiscoursevariables,belongtothesametypeofdiscourse,therearestillsomedifferencesbetweenuserscanwithoutdestroyingitsbasicstructure,theprincipleofcreativity,produceconformstothespecificsituationofdiscourse.Genreanalysis.Genreanalysisistheproductofmultidisciplinarycrossoverstudy,involvingbothstyleanalysis,andinvolvesthediscourseanalysis,itsfundamentalpurposeistostudycommunicativepurposeandlanguageusestrategies.Genreanalysisgoesbeyondthesurfacedescriptionlanguagefeaturesindiscourse,triestoexplaindiscourseconstruction,revealsthespecialwaytoachievecommunicationgoalandthenormativediscourseconstruction.So,themostnotablefeaturesofgenreanalysisliesinitsexplanatory.Genreanalysiscombininglinguistics,sociologyandpsychologymethods:linguisticanalysismethodismainlyusedtodescribethediscoursegenrecharacteristics;Sociologyisthediscourseasasocialphenomenonandsocialbehaviortostudy,studiesthesocialandnormativediscourseandthesocialandculturalfactorsinfluencingthediscourse;Specialpsychologymethodofcognitivestructureandbuildastrategy,discussesthespecificcommunicativepurposeisrealizedindiscourse.Therefore,genreanalysisnotonlyfocusonthecharacteristicsofthelanguageofthetextdescription,paymoreattentiontoexplaintheconstructionofdiscourse,toexplorediscoursebehindthesocial,culturalandcognitivefactors.Second,theteachingmethodFortypeteachingmethod,especiallyexplicitteaching(explicitwould),threeschoolsholddifferentviews.Mostresearchersagainstthedominantteaching,NRschoolthinkgenreiselusive,cannot learn in class, the teacher's dominant teaching will limit students' creativity,consciousnessofstudents'genrecanbecontactedthroughalotofsimilartypesofdiscourseandpenetration.Genreknowledgeandappropriatecommunicativebehaviornotlearnoftheclassroominstruction,isnaturalinparticipatingindailyactivitiesandprofessionallife.Therefore,basedonthetheoryoftheschoolteachingactivitiesislimited.Theothertwoschoolteachingphilosophyistheoppositeistrue.Explicitteaching,ESPschoolthinkthathaveyettoinfiltrateintothesecondlanguageinthetargetculturestudents,mustthroughtheeffectiveformof teachingtounderstandcode.ThisschoolofthoughtintheteachingofEnglishforspecialpurposes(discoursegenreanalysis,guidesthestudenttograspthediscourseofthemacrostructureandcharacteristicsoflanguageresources.AlsosupportthedominantgenreSFLschoolteaching,theschoolresearchersbelievethatgenreteachingpurposeistoexplainhowthelanguageistheexpressionmeaning,onlythedominantteachingcanhelpstudentstomasterallkindsofgenre.Therefore,studentsneedteachersplan,throughtheanalysisofthemodelessayguidetomasterlanguage.Martinandothersdesigneda"would-LearningCycle"Teachingmodel,themodelisdividedintothreestages:demonstrationanalysis(Modeling),Jointconsultationwriting(benegotiationoftext),theIndependentcreation(Independentconstructionofthetext).Theprocessinvolvesalargenumberofinteractionsbetweenstudentsandteachersactivities,byunderstandingandanalysisofthelanguageandusethelanguage,todiscussthesocialculturalcontext,thediscoursecommunicationpurpose,structure,mechanism,characteristicsofrhetoricaldevices.Theseteachingactivitiesinvolvealotoflanguageinput,effectivelypromotethelearners'languageoutput.Three,theteachingmethodofcomprehensiveevaluationAscanbeseenfromthepracticalapplicationlevel,applyingconceptofgenreoflanguageclassroomteaching,practiceeffectisremarkable.However,theteachingpatternalsoexist.Theadvantagesofgenreteaching.(1)genreapproachcanmakelearnersrealizethedifferentgenresofdiscoursewithdifferentstructures.Theteachingmethodprovidesrelativelyfixedlanguagepatterns,tothereadingandwritingteachinghasanimportantsignificance.Ifstudentsaccordingtodifferentformsoftheschematastructure,quicklyseizetheframeworkofdiscourse,atthesametimecanmimicgraphicstructuretoorganizenewarticle.(2)genreteachingnotonlypayattentiontolanguageknowledgelearning,alsopayattentiontotherelationshipbetweenlanguagesymbolsandcontext,andexpressedtheirmeaning.Thediscourseconstructionprocessasasocialbehavior,paymoreattentiontothelanguageofsocialresources.(3)typeteachingmodecollaborationbetweenteachersand learnerstocreatedemocraticandharmoniousteachingatmosphere,establishaharmoniousrelationshipbetweenteachersandstudents,improvinglearners'culturalquality,canbebetterimplementationofqualityeducation.Typeteachingmethod.(1)thegenreoftheconventionalmayresultintheteachingactivitieswith"rules"color(prescriptivism),thestudents'writingpracticeappearthesituationof"thousandarticleside".(2)"typeteachingmethod"maybeatendencytodiscoursecentered