Abstract
The increasing influence of genre-based approaches in English language teaching is now well-attested by the growing literature on the subject. The author in this article first sets out to clarify what is meant by 'Genre Theory' with its focus on text, purpose, meaning and choice. In the second part of the article she addresses the specific area of genres in the classroom and the importance of contextual analysis, planning and implementation. Finally in the conclusion issues are raised with regard to the need for effective imple mentation in syllabus design, materials development and the professional development of teachers.
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