The aim of the genre-based pedagogy is to focus on students' academic needs and enable them to read and write successfully (Martin, 1993, 2009). Therefore, it is imperative for teachers to understand the range of written genres and other writing skills that students need to use in their academic studies. This study has aimed to design an alternative and effective way of teaching writing to English Language and Literature students within the genre-based pedagogy considering their academic needs. The present study attempts to investigate the process of building metacognitive genre-awareness and show how it influences English Language and Literature students' ability to interpret and compose academic texts. The present study is designed as a case study, and mixed methods of data collection and analysis have been adopted. Several sources of data coming from both the teacher herself and the students such as classroom observation and teacher's journal, students' written texts (portfolios), students' diaries and interview with students have been used to have a deeper understanding of the process of genre-based writing instruction. The results of the study indicate that most of the students acquired, at least, metacognitive awareness of the declarative type, they seem to move their writing ability up and there is a general improvement in their writing performance.
Native speakers have extensive knowledge of how words combine in their language. This knowledge and systematic use of the combinations is considered an important element of native speaker competence. In the linguistics literature, 'formulaic speech' or 'collocations' are the terms used for describing the recurrent combinations of lexical items. In this research, the researcher has developed a tool with a 5-degree system in accordance with the related research in literature; the purpose being to find out to what extent its target population has developed an intuitive knowledge of recognizing possible collocations of the target items and has been effected by their L1 while making their choices. According to the data that has been obtained from the present collocations study, it can be argued that most of the third-grade students of The English Language and Literature Department in a state university in Turkey have an intuitive knowledge of recognizing suitable collocation formations. When the cut point for success is determined as 50, only two students scored under this point (33 and 48). The rest of the students' total grades were above this point.
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