A Study of Genre Approach in EFL Writing

Wang, Chunmei

doi:10.4304/tpls.3.11.2128-2135

Cited by 19 publications

(17 citation statements)

References 12 publications

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“…After the teaching, the learners reported via a questionnaire that they considered the teaching to have been effective and that they were aware of their improvement in English writing. The works of Wang (2013) and Yasuda (2011) both focused on instruction based upon macro-genre (see the previous section for an explanation of macro-genre). Wang provided a sixteen-week writing program to students in a Chinese university and Yasuda observed Japanese students who were offered writing classes specialised in email writing in a Japanese university.…”

Section: Genre and L2 English Writing Pedagogymentioning

confidence: 99%

Genre analysis of writing tasks in Japanese university entrance examinations

Watanabe

2016

Lang Test Asia

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Section: Genre and L2 English Writing Pedagogymentioning

confidence: 99%

Genre analysis of writing tasks in Japanese university entrance examinations

Watanabe

2016

Lang Test Asia

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“…A significant body of EFL literature in writing discusses several distinguished approaches to the teaching of writing (e.g. Hyland, 2003; Wang, 2013). Of these, the ‘product’ approach has been most dominant in China (Gao, 2007).…”

Section: Introductionmentioning

confidence: 99%

Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study

2017

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Developing students’ communicative competence became the primary goal of the current College English Curriculum Requirements in 2004 in China. There has been increasing concern, however, that this goal has yet to be realized, particularly in relation to the teaching of writing. This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre approach to enhance Chinese students’ communicative competence in writing. As teachers’ beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study examined six Chinese College English teachers’ shifts in their beliefs and practices after attending a training workshop in the genre-based approach to writing development. Using pre- and post- workshop interviews and classroom observations and drawing on the analytical frameworks of teacher cognition (Borg, 2003), teacher knowledge (Shulman, 1986) and interactional scaffolding (Hammond and Gibbon, 2005), the study found that professional training in SFL genre pedagogy had a positive impact on teachers’ cognition about writing instruction, albeit with one notable constraint; the teachers paid only partial attention to the social purpose of the targeted genre, thus limiting the successful implementation of the pedagogy to a certain extent.

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“…Meanwhile, in Thailand genre-based pedagogy is claimed to show promising results in terms of students' improvement in writing due to its helpful stages (Chaisiri, 2010). Similarly, Wang (2013) claims that the approach was effective in increasing EFL writers' awareness of genre and competence in writing.…”

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The Practice of Genre-Based Pedagogy in Indonesian Schools: A Case of Preservice Teachers in Bandung, West Java Province

Nurlaelawati

Novianti

2017

Indonesian J. Appl. Linguist

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This paper reports preservice teachers' knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students' writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers' practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.Keywords: genre-based pedagogy; preservice teachers; national curriculum Genre-based pedagogy, or genre-based approach, has increasingly gained popularity among teachers who teach writing in English, particularly in EFL and ESL classrooms. Hyland (2007) asserted that genre pedagogies help teachers in grounding their courses in the texts that their students will have to write in their own target contexts. Studies show the effectiveness of genre pedagogies to teach writing in different countries. In Iran, for example, genrebased pedagogy is effective for teaching academic writing because of its early stage of presentation process (Alidoost et al., 2014). In Korea, explicit writing instruction in genre-based pedagogy was effective to improve students' writing, and the students showed positive attitude towards writing (Bae, 2012). Meanwhile, in Thailand genre-based pedagogy is claimed to show promising results in terms of students' improvement in writing due to its helpful stages (Chaisiri, 2010). Similarly, Wang (2013) claims that the approach was effective in increasing EFL writers' awareness of genre and competence in writing.In the case of Indonesia, where English is treated as a foreign language, genre-based pedagogy has been incorporated into the national curricula prevailing in the schools today (the 2006 schoolbased curriculum and the 2013 curriculum) through the inclusion of different kinds of texts to be produced by students in written and orally. Students are expected to develop their language skills (listening, speaking, reading and writing) by ways of practicing the texts such as na...

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A Study of Genre Approach in EFL Writing

Cited by 19 publications

References 12 publications

Genre analysis of writing tasks in Japanese university entrance examinations

Genre analysis of writing tasks in Japanese university entrance examinations

Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study

The Practice of Genre-Based Pedagogy in Indonesian Schools: A Case of Preservice Teachers in Bandung, West Java Province

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