Genre, Frames and Writing in Research Settings

Pufahl, Ingrid; Paltridge, Brian

doi:10.2307/417450

Cited by 1 publication

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“…This is different from the concept of genre in English for Specific Purposes (ESP) approach which focuses on rhetorical structures (e.g., structure, style, content and intended audiences) of a text to reach communicative purposes in communicative events (Swales, 1990). Meanwhile, the New Rhetoric School approach views genre as sociocontextual elements built from actions and comprehension of those elements (sociocontextual elements) varying consistently (Paltridge, 1997). Anchored in these ideas, genre is delineated as text types constructed from systematic, functional, communicative, and rhetorical elements to achieve particular communicative purposes.…”

Section: Introduction mentioning

confidence: 99%

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Abdullah

Tandiana

Saputra

2020

Vis. J. Lang. Foreign Lang. Learn.

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<div><p class="StyleABSTRAKenCambria">Recently, multimodality has Has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun & Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>

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Section: Introduction mentioning

confidence: 99%