genre-based approach.doc

山 东 大 学英语教学理论与实践论文题目 Evaluation of Genre-based Approach in Teaching L2 Writing 学院 外国语学院 专业名称 英语语言文学 研究生姓名 雷扬 学号 202110956 2021年2月ContentsAbstract 21. Introduction 22. A Brief Overview of Genre-based Approach 33. Controversies over Genre Approach 43.1 The Validity of Genre Model 43.2 The Necessity of Teaching Genre 53.3 The Property of Being Prescriptive 54. Pedagogic Potential of Genre Approach 64.1 Linking Form and Function 74.2 Encouraging Reflective Thinking 74.3 Releasing Anxiety in Writing 84.4 Working with ESP/EAP 85. Conclusion 9References 10AbstractThis paper evaluates the effectiveness of genre approach in teaching L2 writing. A brief overview of genre approach is firstly given, including the context of its emergence, the three focal areas and an example of its application in teaching writing. The controversies over this method are raised and examined, such as validity of genre model, the necessity of teaching genre and the property of being prescriptive. Its beneficial roles in L2 writing instruction are also discussed in terms of combining form and function of language, encouraging reflective thinking, releasing anxiety in writing and working with ESP/EAP. Finally we come to the conclusion that genre approach is advised to be adopted in teaching L2 writing, and that collaboration has to be made between it and other teaching methods.Key words: genre approach; L2 writing; controversies; pedagogic potentials.1. IntroductionThe approach of using genre as a framework for language teaching is relatively recent, drawing considerable interest since the mid-1980s. Adopting genre approach in writing instruction is also a newcomer to second language teaching. Under this approach, rhetorical organization and linguistic features used in a text to perform a particular purpose are explicitly taught to students. Despite the dynamic nature and rapid development of this field, there are heated controversies doubting the effectiveness of this approach. Eli Hinkle (2006: 126) mentions that many researchers believe that genre and their linguistic features may be “subjective, vaguely defined, unstable, or even irrelevant to diverse types of ESL/EFL learners〞.In this paper, a brief overview of genre approach will be introduced, including the context of its emergence, the three focal areas and an example of its application in teaching writing. Both potential dangers and pedagogic potential of the approach will be discussed to show the reasons why genre approach is generally favorable in teaching L2 writing. In the end, several suggestions will be provided as to how to avoid or overcome the dangers and meet the demand of L2 learners.2. A Brief Overview of Genre-based ApproachResearch on teaching writing in a second language was initiated in the late 1960s, and in the first few decades product and process approaches had dominated L2 writing classroom. Pincas (1982: 22) provides explicit depiction of product approach: learning to write has four stages—familiarization, controlled writing, guided writing and free writing. It mainly concerns with the structure of language and sees the learning process as the imitation of the input. Whereas process approach helps writers to work through several stages of composing a text, and a typical model of such approach identifies four stages: prewriting, drafting, revising and editing (Tibble, 1996). Although all writing techniques seem to have a chance to be developed under this approach, it actually may ignore the context where the writing happens, making the text more like a monologue. Later, when more attention was paid to the nature of writing in various situations, genre approach was proposed. It makes the writer aware of the structure and purpose of the texts with different genres and empowers them with the strategies necessary to replicate these features in their own production (Kay & Dudley-Evans, 1998). Therefore, genre approach might be regarded as a solution to the defeats of the former teaching approaches.Differing in scholarly traditions and geographic locations, three distinct focal areas of genre approach can be identified: English for specific purposes, Australian genre-based education linguistics and North American new rhetoric studies. To a certain extent, all areas focus on the situation context and communicative function of writing.Then how genre approach is applied to the field of teaching writing? Dudley-Evans (1997:154) identifies three stages in genre approach to writing. First, a model of the target genre is introduced and analyzed. Then, exercises on manipulating relevant language forms are given, and a text is constructed by learners and the teacher. Finally, a short text is produced by learners independently. For example, supposing students are going to write an information about a professional course, i。