Abstract
In an increasing number of post-graduate programmes in Kazakhstan, students may be expected to produce academic or professional texts in up to three languages—Kazakh, Russian, and English. While previous research has shown the benefits of genre-based approaches to English academic development, this study seeks to understand students’ development of genre knowledge in multiple languages simultaneously. Using Tardy’s (2009) four-part genre knowledge framework, a survey measuring self-reported genre knowledge in three languages was developed and administered to Master’s and PhD students (n=283) at 6 Kazakhstani universities, followed by interviews of students (n=43), teachers (n=34) and administrators (n=30) on approaches to genre knowledge development. Survey data revealed students generally have higher genre knowledge in Russian, followed by Kazakh and English. Students have higher Formal knowledge than other types of genre knowledge across languages. Interview findings suggest students are primarily influenced by IELTS exam-based, Formal knowledge approaches to education in English. The results suggest a need for both explicit instruction in non-structural elements of genre knowledge in three languages, and expanded identification of the key components of genre knowledge in languages other than English.
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