Genre Pedagogy Research Articles

Identifying a pedagogical genre of literature review

AbstractThis article reports initial parts of a classroom-based action research aimed to teach students to write a literature review (LR), which is considered as a critical, yet often overlooked genre, thus posing difficulties to the students. The existing works on LRs appear to treat the ability to write overviews of individual studies, and to combine them in acceptable ways, as assumed knowledge. In fact, for the learners in the context of the study, and in many second- and foreign-language learning contexts, such abilities are not shared among learners. Therefore, in the implementation of an initial short course, a genre analysis of 60 literature reviews from publications and completed theses in applied linguistics was conducted to identify suitable generic patterns used in literature reviews that could be implemented in the context. The result is apedagogical genre of literature review, a genre description of LRs appropriate for the students’ English proficiency level, outlined in detail in this article with the teaching implication for this pedagogical context.

Teacher perspectives on writing instruction in the Language Introduction Program in Sweden

This study explores teacher perspectives and beliefs on writing instruction in the Swedish Language Introduction Program (LI) through interviews with six teachers in Swedish as a second language. The study was guided by the following research questions: How do the teachers construct the students discursively, including the students’ educational background and prior knowledge? How do the teachers frame writing instruction, as evident by their discourses? LI is an upper secondary school program framed for newly arrived students, 15 to 18 years old, who need to qualify for mainstream programs by attaining the goals of compulsory school year 9. The study is framed within theory on second language writing instruction and teachers’ beliefs. The teachers’ discourses of writing instruction were analyzed against theory on second language writing instruction, genre pedagogy, and practices of care, and related to the teachers’ discursive constructions of the group of students as vulnerable and heterogeneous. All teachers exploited genre pedagogy, with its emancipatory aims, to enable access to the genres of schooling. The teachers’ expressed aims were directed toward long-term goals, such as employability and democratic participation. The teachers were firmly based in both theory and experience, which the demanding context seemed to require. In spite of indisputable challenges, the teachers conveyed a sense of belief in the possibilities of teaching.

A Study on Implementing Sydney School Genre Pedagogy in Teaching Translation of Instructional Texts

Translation, a key vehicle in spreading a country’s traditional culture, is an important skill for foreign language majors. For Chinese English majors, this means they should have the competence to translate traditional Chinese culture well in English. At present, there has been limited research on teaching translation of typical traditional Chinese culture, especially translating its food culture to the world. And recipe, a typical instructional text epitomizing features of its representative cuisine, plays an important role in this field. Given the situation, it is imperative to explore pedagogical possibilities in teaching translation of Chinese recipes to English. This paper details the implementation of Sydney School Genre Pedagogy (SSGP) in tandem with parallel texts. One translation lecturer implemented the pedagogy with one class consisting of 37 third-year English majors for 3 weeks. Translation pre-test and post-test were administered to the students before and after the intervention. Paired samples t-tests were applied to analyze the data generated from both tests. Comparison of students’ English translations of Chinese recipes before and after the intervention shows that students significantly improved their genre competence and produced better translations in terms of macro-structural and micro-lexical adjustments. These findings indicate the potential scaffolding effects of SSGP integrated with parallel texts in teaching translation, especially texts with distinctive generic conventions. The pedagogical efficacy observed may prove conducive to international communication of Chinese cuisine, and Chinese traditional culture at large.

Genre Pedagogy within Systemic Functional Linguistics

This research study uses Genre Pedagogy (GP) grounded on Systemic Functional Linguistics (SFL) and the Teaching Learning Cycle to develop heritage Spanish students persuasive writing skills with a focus on the subjunctive mood and modality. Heritage Spanish (HS) students acquire the heritage language in informal settings through the interactions with their family members, friends, and members of their communities. However, once HS speakers start their schooling years, their instruction is in English, and the use and input of their heritage language diminishes, resulting in the erosion of many linguistic features (Scontras et al., 2015). According to many studies, the Spanish subjunctive is one the first linguistic features that suffers erosion or is incompletely acquired (Blake, 1983; Montrul, 2020). This statement is supported by the Regression Hypothesis, which states that the last linguistic feature the speaker learned is the first one to suffer erosion, simplification, or omission (Bardovi-Harliga & Stringer, 2010). The genre of persuasion was chosen because it triggers the use of subjunctive mood and modality. At the same time, this study fills the gap of using a genre approach to develop knowledge on a challenging linguistic feature of the heritage language like the subjunctive.

LETRAMENTOS ACADÊMICO-CIENTÍFICOS: O ENSINO DA ESCRITA NA UNIVERSIDADE TECNOLÓGICA FEDERAL DO PARANÁ

ABSTRACT: This study is part of the Academic Literacy Project (2019-2022), a collaborative study carried out among four public universities in the State of Paraná. This paper aims at describing the academic-scientific literacy actions in the undergraduate courses of the Federal University of Technology - Paraná, by means of mapping the courses transcripts from Campus Curitiba. A mixed sequential exploratory method (TASHAKKORI; CRESWELL, 2007) was applied with interpretative, deductive, and inductive analysis procedures, considering the peculiarities of each course. At first, we built an inventory with keywords based on the conceptions of professional, academic, and scientific literacies. Next, an analysis of the content from the transcripts was carried out in the light of the theories and models of Academic Literacies (LEA; STREET, 1998; FIAD, 2011), named study skills, academic socialization, and academic literacies. Results indicate that there are few disciplines which offer the teaching of genre and, among the ones that do, focus on teaching of the study skills and academic socialization models.

A Tweet Is a Genre?: Developing Students’ Genre Awareness through the Genre-Translation Project

Using ground theory research, this study examines the impact of genre awareness while teaching First-Year Writing (FYW) and its effect on students’ attitudes towards a genre-translation project. Research findings reveal that in the beginning of the semester, the majority of the students were not able to identify many genres, except those that they were familiar with, e.g. scholarly articles, mainly because there was little discussion of genre and writing in high schools. However, after six weeks of intensive genre awareness teaching, students comprehended genres and successfully translated a text from one genre to another, having in mind audience, context, purpose, and so on. The necessity and usefulness of teaching genre awareness in FYW were predominantly valued among students as this study examined genre as a key factor for understanding and promoting genre awareness.

Literárne žánre ako didaktický problém v procese vyučovania v rámci nižšieho sekundárneho vzdelávania

The main subject of our paper is the problem of didactic grasping of literary genres in the process of literary education at the lower secondary level. Pupils gradually encounter genological terms within of literary education and acquire basic knowledge about the types of literary genres and their genre codes. Through the designed activities, we pursue the adoption of these hard-to-grasp, abstract, genre codes and their features through experiential learning during the educational process. In the activities, we provide the pupil with concrete tasks, with the help of which they become familiar with the necessary knowledge and with the aesthetic component. By proposing activities, in this paper we try to deal with the didactic problem of teaching genre codes without forcing and preserving the artistic-aesthetic reading of literary texts.

Teaching Discussion Section Writing through a Genre-Based Approach to Undergraduates across Disciplines in China—A Novice EAP Teacher’s Classroom-Based Empirical Study

This study illuminates the genre-based pedagogy delivered by a novice EAP teacher for teaching discussion section writing to cross-discipline undergraduates in China. Followed by the demonstration of specifics of genre teaching, the researcher tapped into the effectiveness of genre-based pedagogy through an examination of student-produced writing submissions. Autoethnography and qualitative research methods were used to analyze video-recording, teaching journals and students’ writing assignments and it was revealed that the focal Chinese English teacher who specialized in EGP was able to teach genre knowledge and research writing skills through autonomous learning and teaching preparation. Furthermore, the efficacy of genre teaching could be affirmed since most learner-writers successfully transferred genre knowledge and writing skills taught in the classroom to their writing. From this study, pedagogical implications are drawn to shed light on future teacher education that aims to help Chinese English teachers attain better genre-based research writing instruction.

Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms

This article investigates the effect of concept-based instruction (CBI), a pedagogy based on Vygotsky’s sociocultural theory, on second language (L2) learners’ writing development. A quasi-experimental intervention lasting 16 weeks was conducted involving 88 first-year Chinese university students of English. The participants were assigned to three conditions: Full CBI (F-CBI) treatment, Partial CBI (P-CBI) treatment (i.e. CBI without peer–peer talk) and control. A definition task and two writing tasks (a narrative and an argumentative task) were used to measure students’ knowledge and understanding of genre and their writing performance, respectively. The results indicated that the F-CBI intervention generated significantly larger gains in learners’ understanding of genre as well as their overall writing performance than did the control group. In addition, a significant difference was also observed between the F-CBI group and the P-CBI group in the definition task and the argumentative task, which further suggests that peer–peer talk plays a crucial role in enhancing learners’ conceptual development. This study highlights the feasibility and effectiveness of integrating CBI in L2 writing instruction and the importance of engaging learners to talk through their understanding and use of concepts in the classroom. Theoretical contributions to Vygotsky’s sociocultural theory of mind are also discussed.

Autobiographical texts written by learners of Catalan as an Additional Language: From formative needs to reflection in the teaching of narrative genres

In this article we analyse autobiographical narrative texts written by university students studying Catalan as an Additional Language at a CEFR (2020) B1 level. The goal is to analyse the formative needs related to the writing of this genre in order to foster metadiscursive reflection in the classroom that will allow students to improve their written output. To this end, we analyzed a corpus of 39 autobiographies at both the macrotextual level (i.e., rhetorical moves) and the microtextual level (i.e., deictic elements which channel the narrative’s organization). Our results show that the problems that these texts present for students are related to awareness of the elements that define the genre (i.e., the sociocultural dimension) as well as the text’s narrative-temporal anchoring and the narrator’s deictic positioning (i.e., the pragmatic and textual dimensions). Thus, we propose a kind of competence-oriented teaching of genres in which the discursive and grammatical features that have a bearing on a text’s discursive coherence and cohesion are integrated at the same level.

Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy

Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis. The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.

Pengembangan LKPD Menulis Pantun Berbasis Pedagogi Genre Berbantuan Kamus Rima Kata Online di Sekolah Dasar

The purpose of this study was to describe the development, feasibility, and response, as well as to determine the effectiveness of LKPD Writing Pantun Based on Genre Pedagogy Assisted by Online Rima Kata Dictionary in Elementary Schools. This type of research is Research & Development (R & D), with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research sites are at SDIT Al-Ahsan and SDN 69 Seluma on February 21 – March 8, 2022. Based on the needs analysis, students and teachers need LKPD in learning to write pantun. The LKPD design is made by combining the LKPD structure format, genre pedagogical approach, and the rima kata dictionary media used. Design this LKPD using the Canva app. This LKPD is suitable for use with very high content validity in material and language aspects (1), and high media aspects (0.7), with medium inter-rater reliability in material aspects (40%), strong language aspects (70%), and weak media aspect (30%). The teacher's response to the use of the LKPD was very good, as was the response of the students (97.8%). This LKPD is effectively used and proven to improve student learning outcomes in writing pantun

Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area

The present paper discusses how insights from translanguaging theory and pedagogy can help inform and promote genre pedagogy for teaching business communication courses such as writing and translation. To this end, the first part traces and reviews the developments of genre theory and pedagogy in tandem with translanguaging theory and pedagogy, thus teasing out their similarities and differences in historical roots, core premises, theoretical frameworks, and research methodologies. In light of these integrated accounts, the second part of the paper proposes a genre-based pedagogical framework augmented with key tenets and general principles of translanguaging pedagogy to design and implement task activities and classroom practice in teaching business communication courses in the Greater Bay Area (GBA). The paper then outlines perceivable advantages and potential challenges to the application of this translanguaging-informed genre-based pedagogical approach in curriculum design and professional training practice in superdiverse megapolis regions such as the GBA.

Dialogic authorial academic language learning

This paper reenvisions academic language learning in the university from a dialogic authorial perspective inspired by the work of Bakhtin. I argue that language pedagogues have misappropriated the radical alternative Bakhtin poses for language learning in his critique of genre through adopting a Vygotskyian internalization approach to discourse and a post-structuralist interpretation of Bakhtinian dialogic discourse as intertextuality. I explore how genre pedagogy has adopted these misunderstandings of Bakhtin to prioritize students’ and scholars’ socialization within pre-existing, commonly accepted, shared, authoritative patterns of discourse. I claim that genre pedagogy tends to legitimize the practice of university writing curricula to postpone students’ engagement in meaning making, focusing on training over education. I explore the consequence of this prioritization on socialization and training in form for suppressing students’ dialogic addressivity to and problematization of the ideas of others, which is an essential for meaningful academic discourse. By contrast, a dialogic authorial approach to language learning prioritizes education through students’ and scholars’ ontological engagement in posing problems and authoring meaning in communion with others. The expectation is for language forms to become a necessary byproduct of the production of utterances that are meaningful to oneself and responsive to others. When focused on meaning, academic language forms become invisible except when there are challenges with intelligibility or modality. I argue for a radical rethinking of university language learning curricula in terms of a focus on voice and the “stylistics” of form to serve meaning making.

Exploring The Practices Of English Village (A Case Study at Nyayum Village)

This research is descriptive qualitative which aims to find out the practices of the English village in the village of Nyayum. A class consists of eighteen participants from different classes who are deliberately selected as samples. Data was collected by using observation, field notes and student text. This research was conducted during teaching and learning activities. This research lasted for eight meetings. In teaching and learning activities, four stages of genre pedagogy are applied, namely knowledge building, modeling, combined joint construction, and independent construction. The application of a Genre-Based Approach to help Students to be able to communicative. Communicative can be in the form of oral, written, or even nonverbal. It is an inclusive term that refers to having knowledge of the language as well as the skills to use language in real-life situations to meet communicative needs. Language according to the researcher, is achievement in communication. During teaching and learning activities, observations were made by collecting field notes and student text. data analysis used thematic analysis to analyze field notes and text documents therefore, trigulation was carried out to validate the data. the findings describe the practice of English village at nyayum village using a genre-based approach in learning activities. The practice of English village using a genre based approach as a method in teaching and learning activities can help students practice English because there is interaction between tutors, and participants. So, it can be used to teach English both informal and non-formal education.

Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding

AbstractThis article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective writing instruction for emergent bilingual students. The research team engaged in two cycles of data collection across 5 months, conducted before and after an introductory seven‐hour professional development workshop on systemic functional linguistics (SFL) genre pedagogy, in order to document changes in how the focal teacher was enacting and conceptualizing writing instruction for emergent bilinguals. Findings revealed three central shifts in the teacher's writing instruction: (1) from surface‐level genre engagement to exploring functional relationships between genre stages, (2) from assessment‐oriented writing instruction to learning activities grounded in authentic purpose and audience, and (3) from general language supports to targeted, contextualized writing scaffolds. This study builds upon existing scholarship by illustrating the potential of (even limited exposure to) SFL genre pedagogy to shift teachers' writing instruction toward social semiotic perspectives of language and literacy. We also extend existing research by interrogating the institutional and ideological challenges teachers encounter when taking up SFL genre pedagogy and by offering some initial insights into the potential for engaging in SFL genre pedagogy in bilingual learning spaces.

A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru

This case study aimed to find out the implementation of a genre pedagogy under systemic functional linguistics (SFL) framework or under Sydney School to teach the English language to young English as a Foreign Language (EFL) learners of English Village of Parit Baru, Kubu Raya, West Kalimantan. Fifty-two young EFL learners were involved in this study. The data collection used two instruments, namely participant observations and documentation. The data analysis reveals that genre pedagogy elements could help the young EFL learners in constructing and communicating their texts independently. Also, the learners’ texts are following the schematic structures and linguistic features of the spoken genres the learners learned. To help the learners to cope with the teaching activities, songs and games activities were used to build their interest in the English language, new vocabulary, and practices to communicate their texts. This means that a genre pedagogy under the SFL framework could be integrated with joyful activities that not only provide guidance but also promote enjoyable learning in building the English language capacities of the young EFL learners in a non-formal educational context.

От многообразия подходов к жанру в преподавании английского языка как иностранного до интегрированной кросс-культурной модели жанровой педагогики: теоретический обзор

The purpose of the review is to define and synthesize major trends of genre approaches development in the Anglo-American and worldwide pedagogical contexts of teaching English as a foreign language as well as present this relatively new field for the Russian pedagogy and focus on its most important concepts and methods. The novelty of the research is threefold. First, the genre approach is manifested in the new model of genre pedagogy that is based on three leading schools - the Sydney School of Genre Pedagogy, English for Specific Purposes (ESP), the New Rhetoric. Second, the review deals with new methods suggested by the proponents of these schools - the curriculum cycle (the Sydney School of Genre Pedagogy), the move-step structure (ESP), the rhetorical planning wheel (the New Rhetoric). Third, the hypothesis of the effectiveness of the genre approach allows us to talk about its possible implementation in the teaching practice of ESP and Academic Writing courses. The result of the review is the model of genre pedagogy suggested by the proponents of the three schools. The model foregrounds professional genres and communicative practices, synthesizing explicit and implicit methods of teaching genres in the modern context of computer-mediated communication that is based on the student-centered approach and the development of the learner autonomy.

“It's complicated and nuanced”: Teaching genre awareness in English for general academic purposes

This article shares a year-long qualitative study of six writing instructors' experiences with genre-based pedagogy (GBP). Through a collaborative research approach, the study examines these teachers' perspectives on their challenges and successes with GBP in an English for general academic purposes writing classroom. Findings highlight challenges related to course aims, content, and structure, as well as successes related to the ability to use their content knowledge of genre to troubleshoot and further develop their use of GBP in the classroom. The findings suggest that teacher pedagogical content knowledge of genre develops in interaction with teachers’ practice and should be supported by robust and on-going teacher training and support. The paper concludes by offering examples of how teacher support might address the challenges unique to genre-based pedagogy.

The Effects of Digital Story Aplications in the Teaching of Literary Genre of Novel: Example of the Tanzimat and Servetifünun Period

The Effects of Digital Story Aplications in the Teaching of Literary Genre of Novel: Example of the Tanzimat and Servetifünun Period