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Article: Genre pedagogy: Language, literacy and L2 writing instruction

TitleGenre pedagogy: Language, literacy and L2 writing instruction
Authors
KeywordsAction research
Engagement
Motivation
Socio-cultural context
Young writers
Issue Date2007
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslw
Citation
Journal Of Second Language Writing, 2007, v. 16 n. 3, p. 148-164 How to Cite?
AbstractFor teacher educators, genre-based pedagogies offer a valuable resource for assisting both pre- and in-service writing instructors to assist their students to produce effective and relevant texts. Instead of focusing on the process of composition, the content of texts, or the abstract prescriptions of disembodied grammars, genre pedagogies enable teachers to ground their courses in the texts that students will have to write in their target contexts, thereby supporting learners to participate effectively in the world outside the ESL classroom. Genre theory and research thus give teacher educators a more central role in preparing individuals to teach second language writing and to confidently advise them on the development of curriculum materials and activities for writing classes. In this paper, I will briefly introduce the principles of genre-based language instruction and sketch some broad classroom models, looking at ESP and SFL approaches. I then explore what it means to implement genre teaching in more practical terms, setting out some key ways in which teachers can plan, sequence, support, and assess learning. © 2007 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/130161
ISSN
2015 Impact Factor: 1.744
2015 SCImago Journal Rankings: 1.755
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:34Z-
dc.date.available2010-12-23T08:47:34Z-
dc.date.issued2007en_HK
dc.identifier.citationJournal Of Second Language Writing, 2007, v. 16 n. 3, p. 148-164en_HK
dc.identifier.issn1060-3743en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130161-
dc.description.abstractFor teacher educators, genre-based pedagogies offer a valuable resource for assisting both pre- and in-service writing instructors to assist their students to produce effective and relevant texts. Instead of focusing on the process of composition, the content of texts, or the abstract prescriptions of disembodied grammars, genre pedagogies enable teachers to ground their courses in the texts that students will have to write in their target contexts, thereby supporting learners to participate effectively in the world outside the ESL classroom. Genre theory and research thus give teacher educators a more central role in preparing individuals to teach second language writing and to confidently advise them on the development of curriculum materials and activities for writing classes. In this paper, I will briefly introduce the principles of genre-based language instruction and sketch some broad classroom models, looking at ESP and SFL approaches. I then explore what it means to implement genre teaching in more practical terms, setting out some key ways in which teachers can plan, sequence, support, and assess learning. © 2007 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslwen_HK
dc.relation.ispartofJournal of Second Language Writingen_HK
dc.subjectAction researchen_HK
dc.subjectEngagementen_HK
dc.subjectMotivationen_HK
dc.subjectSocio-cultural contexten_HK
dc.subjectYoung writersen_HK
dc.titleGenre pedagogy: Language, literacy and L2 writing instructionen_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, K:khyland@hku.hken_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.jslw.2007.07.005en_HK
dc.identifier.scopuseid_2-s2.0-36148983066en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-36148983066&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume16en_HK
dc.identifier.issue3en_HK
dc.identifier.spage148en_HK
dc.identifier.epage164en_HK
dc.identifier.isiWOS:000251912600003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.citeulike1933093-

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