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Abstract
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Obtaining some knowledge about text genre and text organization is believed as one of the strategies to overcome the difficulties raised in reading comprehension of the texts for ESP students. Organizing the idea in reading and writing is a main key to receive the message and make comprehensible a text in reading. Genre has structure and standardized communicative constraints, and those who practice frequently and professionally in the genre will have an overt knowledge of its rhetorical features. Genres are "types of texts that tend to occur in or are associated with specific contexts or social occasions and serve identifiable purposes within those contexts." (Curzan& Adams, 2006). Thus it can be claimed that this area is needed to be taught to the students. In this regard, this study aimed at examining the possible impact of the explicit instruction of genre to ESP students’ reading comprehension performance. Initially, two homogenous groups of radiology students as an experimental and a control group were chosen to take part in this study. The former group was introduced some instruction focusing the genre based pedagogy about academic text, while the control group received the regular instruction. Having run ten sessions of instruction, the performances of the two groups were compared with each other through administering a post ESP reading comprehension test. The findings were indicative of the effective role of genre knowledge texts on improvement of the ESP students’ reading comprehension performance.
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