1、 体裁（genre）是一种社会交际活动的分类，与一个社会的政治、文化结构和惯例紧密相关（Kress，1985 ） 。体裁分析是语篇分析的新发展，其根本宗旨是研究语篇的交际目的和语言使用策略。该分析法超越了语言的表层描述，注重探讨语篇的宏观结构及其交际功能，试图解释特定语篇所具有的认知结构。体裁和体裁分析理论越来越多地应用于语言教学中， “体裁教学法” 成为二语教学领域的研究热点。本文就其理论依据和教学模式进行探讨，以期为语言教学实践提供参考。一、理论依据1.体裁。 “体裁”最早被用于文学和修辞学研究，后来人种学家将其引入语言学研究领域。在语言学领域中语言学家们对“体裁”的概念进行了详尽的界定。
2、目前国外从事体裁理论研究主要有三个学派：以 Swales，Bhatia 为代表的特殊目的英语学派（English for Specific Purpose，ESP） ，以 Halliday，Martin 为代表的系统功能学派（Systemic-functional Linguistics School，SFL ）和以 Miller，Berkenkotter (2) the style is not the general social events, but an internal structure characteristic, highly conventionalized social
3、 events; (3) in the construction of discourse, we must follow a particular genre of practice required; (4) despite the genre conventions and conditionality, starters, can still be within the framework of genre regulations convey personal intent or communicative purpose.Martin thought genre of SFL sc
4、hool is “a step by step, the communicative goal oriented, members of a particular culture involved in the process of social interaction“. Eggins genre is defined as “the use of language to achieve a step-by-step and purposeful activity type“, he thought “in our culture has many kinds of social behav
5、ior has been recognised as there are types of genre“.Miller of NR school think genre is “social activities“, in “as a form of social life,“ she pointed out that “genre classification is not in the form of a name, but a kind of social activities, it is based on typical rhetorical activities, text cla
6、ssification“ of the code.Three school of genre in essence is consistent, namely communicative goal decided the existence of the genre, discourse of the same genre have almost the same schema structure. However, because of the different cultural factors or discourse variables, belong to the same type
7、 of discourse, there are still some differences between users can without destroying its basic structure, the principle of creativity, produce conforms to the specific situation of discourse.2. Genre analysis. Genre analysis is the product of multidisciplinary crossover study, involving both style a
8、nalysis, and involves the discourse analysis, its fundamental purpose is to study communicative purpose and language use strategies. Genre analysis goes beyond the surface description language features in discourse, tries to explain discourse construction, reveals the special way to achieve communic
9、ation goal and the normative discourse construction. So, the most notable features of genre analysis lies in its explanatory. Genre analysis combining linguistics, sociology and psychology methods: linguistic analysis method is mainly used to describe the discourse genre characteristics; Sociology i
10、s the discourse as a social phenomenon and social behavior to study, studies the social and normative discourse and the social and cultural factors influencing the discourse; Special psychology method of cognitive structure and build a strategy, discusses the specific communicative purpose is realiz
11、ed in discourse. Therefore, genre analysis not only focus on the characteristics of the language of the text description, pay more attention to explain the construction of discourse, to explore discourse behind the social, cultural and cognitive factors.Second, the teaching methodGenre approach is t
12、o put the genre and genre analysis theory is applied to the classroom language teaching, the surrounding text of the schemata structure to carry out teaching activities. Its purpose is to develop the students ability of genre (genre competence), make students realize the discourse construction is no
13、t only a language, but also a social meaning construction. Genre teaching fundamental purpose is to let students grasp the discourse schema structure, and to understand the formation process of discourse, to help them understand or creation belongs to a particular genre of For type teaching metho
14、d, especially explicit teaching (explicit would), three schools hold different views. Most researchers against the dominant teaching, NR school think genre is elusive, cannot learn in class, the teachers dominant teaching will limit students creativity, consciousness of students genre can be contact
15、ed through a lot of similar types of discourse and penetration. Genre knowledge and appropriate communicative behavior not learn of the classroom instruction, is natural in participating in daily activities and professional life. Therefore, based on the theory of the school teaching activities is li
16、mited.The other two school teaching philosophy is the opposite is true. Explicit teaching, ESP school think that have yet to infiltrate into the second language in the target culture students, must through the effective form of teaching to understand code. This school of thought in the teaching of E
17、nglish for special purposes (discourse genre analysis, guides the student to grasp the discourse of the macro structure and characteristics of language resources. Also support the dominant genre SFL school teaching, the school researchers believe that genre teaching purpose is to explain how the lan
18、guage is the expression meaning, only the dominant teaching can help students to master all kinds of genre. Therefore, students need teachers plan, through the analysis of the model essay guide to master language. Martin and others designed a “would - Learning Cycle“ Teaching model, the model is div
19、ided into three stages: demonstration analysis (Modeling), Joint consultation writing (be negotiation of text), the Independent creation (Independent construction of the text). The process involves a large number of interactions between students and teachers activities, by understanding and analysis
20、 of the language and use the language, to discuss the social cultural context, the discourse communication purpose, structure, mechanism, characteristics of rhetorical devices. These teaching activities involve a lot of language input, effectively promote the learners language output.Three, the teac
21、hing method of comprehensive evaluationAs can be seen from the practical application level, applying concept of genre of language classroom teaching, practice effect is remarkable. However, the teaching pattern also exist.1. The advantages of genre teaching. (1) genre approach can make learners real
22、ize the different genres of discourse with different structures. The teaching method provides relatively fixed language patterns, to the reading and writing teaching has an important significance. If students according to different forms of the schemata structure, quickly seize the framework of disc
23、ourse, at the same time can mimic graphic structure to organize new article. (2) genre teaching not only pay attention to language knowledge learning, also pay attention to the relationship between language symbols and context, and expressed their meaning. The discourse construction process as a s
24、ocial behavior, pay more attention to the language of social resources. (3) type teaching mode collaboration between teachers and learners to create democratic and harmonious teaching atmosphere, establish a harmonious relationship between teachers and students, improving learners cultural quality,
25、can be better implementation of quality education.2. Type teaching method. (1) the genre of the conventional may result in the teaching activities with “rules“ color (prescriptivism), the students writing practice appear the situation of “thousand article side“. (2) “type teaching method“ may be a t
26、endency to discourse centered classroom teaching, the teacher easy to lay particular stress on description of discourse and replication, ignore the language practice of creative activities. (3) the types of genre is very complex, difficult to end may occur in the future life of students of all genre
27、s, so “type teaching method“ in the teaching of writing and reading classes has certain limitation.Genre teaching method is still in an exploration phase, but practice shows that it is an effective way to improve language teaching. But the genre teaching method also has certain insufficiency, its st
28、rong rules, if teachers cant use this stipulation, properly is easy to tie the students imagination and creativity. So when the genre approach, according to the actual situation, design steps and the link in the maneuverability is strong, guide the students to understand the construction of various genres way, and the characteristics of the discourse, so that the students can produce conforms to the discourse genre conventions, improve their language skills.
