Analysis on the Application of Genre-based Approach to English Teaching

The awareness of applying genre in teaching and learning language has been aroused recently, and the choices of genres are connected closely with teachers' teaching goals and the needs of students. This paper which holds certain pedagogic purpose, analyzes genre-based teaching approach via an analysis on an English text book named Changes (level 1), aiming to help EFL teachers cultivate their genre awareness.

The Application Study on Genre-based Approach in the English Exposition Writing Teaching for Professional College English Major Students

The previous studies show that the major problems faced by the students in writing can be classified into two categories, that is, they don't know"what to write"and"how to write". The researchers found that the specific problems existing in their writings are identified as poor content, incomplete generic structure and misuse of cohesive devices. Therefore, on the basis of the previous studies, this study attempts to use Martin's genre theory to resolve the existed problems of the Professional College English major's students in writing and enhance students' discourse writing ability. Meanwhile, this study tries to answer the following questions:(1) Compared with the traditional writing teaching methods, whether the genre-based writing method has a significant effect to improve students' writing skills;(2) Whether the genre-based writing method is possible to increase students' interest in writing. The experimental result and the questionnaire show that genre-based approach in ESL writing teaching really can improve students' writing achievement and enhance students' interest in English writing.

Genre-based Language Teaching

For the past decades,genre-based language teaching has drawn an increasing attention from researchers and language teachers.It has been applied to more and more language teaching contexts.This paper aims to explain this teaching approach from the following aspects:theories underlying it,design and teaching procedures.It also explores ways to apply this approach to English writing teaching.

The Application of Genre-based Approach in Teaching English Reading in Mid-level Professional School

Reading is a complex process,and effective reading is preceded by discourse patterns,namely genre knowledge of the passage structure.Genre-based approach applies the theory of genre and genre analysis to the classroom,and develops teaching activities revolving around the schematic structure of a text.It is attempted by teaching genre knowledge to cultivate students' genre awareness under certain social and cultural environment for enhancing their reading comprehension.

A Genre-Based Approach to Developing Learning and Teaching Academic Writing Skills With Relation to the Omani Technical Context

Teachers are supposed to apply the Genre-Based Approach(GBA)to teach academic writing in the Foundation Year Program(FYP)in the colleges of technology.However,students in these colleges find it difficult to produce a formal piece of academic work(Al-Husseini,2004).Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening.He carried a questionnaire study to reveal the causes of difficulties in academic writing.The author restricted his focus on research to lack of practice in applying these skills in students’writing as that is more relevant in the technical colleges’context.The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA,partly discourage the adequate mastering of these skills.Following the GBA to tackle such problem might be useful.As a consequence,the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.

Genre-Based Approach in Business Translation Teaching

Genre-based teaching approach is a pedagogy based on genre and genre analysis theory.Based on this teaching approach,the paper puts forward a three-stage model appropriate for the teaching of business English reading.It develops teaching activities focusing on the schematic structure of a discourse.Its purpose is to make students know that the discourses with different genres have different communicative purposes and discourse structures.Through a theoretical analysis and empirical study of the model,it is concluded that genre-based teaching approach can effectively help students improve their ability of business English reading comprehension.

Genre-based Approach to Language Teaching

This paper introduced three schools of genre-based approaches in English teaching, focusing in particular on the SFL approach. A model of pedagogy teaching students to write English editorials is designed.

GENRE-BASED APPROACH TO THE TEACHING OF WRITING

How to teach writing to students of relatively high Englishproficiency is a matter that may be regarded as a less important:subject by some people. Thus is not the case, however as thispaper comes up with the idea that generic structures and languagefeatures of particular texts should be taught so as to achieve bet-ter results in senior writing courses.

The Application of Genre- based Pedagogy in College English Reading and Writing Instruction

The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highlights genre analysis and genre-based pedagogy for its advantages in language teaching, clearifies the relationship between reading and writing, and then presents a sample class which adopts genre-based pedagogy to textbook-based College English reading and writing instruction.

Designing Locally Relevant Instructional Material for Indonesian EFL Classroom

Meaningful teaching and learning can be achieved when the materials are closely related to the learners’real life.This research focuses on language and culture for the materials suitable for the first semester students of EFL class at the University of Palangka Raya.The design-based research was applied to provide sources consisting of environmental linguistic expres-sions within the eco-linguistic perspective and using a text-based or gen-re-based approach by selecting suitable texts for the level.The Product of Instructional Material shows at least two benefits:(1)as the source of the main module of Intensive Course in writing skill for the first-year students of English Education in Central Kalimantan,and(2)the solution for en-couraging the teachers to modify the provided material which can cover the national standard(KKNI)as well as promoting the local values to strength-en local cultures to have meaningful teaching and learning process.

Lexical Phrases as Pathways to Academic Genres:A Report on Two Cases in an EAP Writing Classroom

In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases （i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies） and move- specific lexical phrases （i.e., lexical phrases specific to the move/steps） as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students＇ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students＇ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.