Abstract
<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom teaching, and teaching concepts. The study shows that genre-based approach has many advantages, such as integrating language learning and cultural knowledge, taking writing both as the process and as results, emphasizing learning interaction, and leading to a mutual promotion between reading and writing.</p>
Highlights
Writing has always been a difficulty in English education, as many teachers do their best but receive little effect on the one hand, and on the other hand students who are diligent in practice find it hard to improve their ability
The issues in college English writing draws the attention from Chinese scholars who have been exploring the question from different perspectives (Qin, 2009; Wang, 2014; Zhang, 2006)
We believe that genre approach would greatly promoted Chinese college students’ English writing skill, and an in-depth study on its application should be carried out so that it can contribute to college English educational reform
Summary
Writing has always been a difficulty in English education, as many teachers do their best but receive little effect on the one hand, and on the other hand students who are diligent in practice find it hard to improve their ability. Though English teachers and students are gradually accepting the design that emphasizes on listening and speaking, writing, as an important parameter for students’ comprehensive language skills, is still a major challenge for college English teaching. The issues in college English writing draws the attention from Chinese scholars who have been exploring the question from different perspectives (Qin, 2009; Wang, 2014; Zhang, 2006). These studies cover almost all aspects of English writing education, many problems are still far from being effectively resolved. We propose to introduce Sydney school’s genre-based pedagogy and, after an in-depth study, explore an effective solution to the education of college ESL English writing in China
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