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A genre-based investigation of Introduction and Method sections of research articles in clinical psychology: a systemic-functional perspective
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Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
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In: Sustainability ; Volume 13 ; Issue 21 (2021)
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Abstract:
The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.
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Keyword:
argumentative writing; genre knowledge; genre-based writing pedagogy; writing performance
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URL: https://doi.org/10.3390/su132111616
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| 63 |
Tears in Heaven: Tracing the Contours of a Pan-European Transconfessional Genre
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In: Humanities; Volume 11; Issue 1; Pages: 4 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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| 65 |
Metadiscursive Markers and Text Genre: A Metareview
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In: Publications; Volume 9; Issue 4; Pages: 56 (2021)
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| 66 |
La traduction automatique neuronale et les biais de genre : le cas des noms de métiers entre l'italien et le français ...
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| 67 |
La traduction automatique neuronale et les biais de genre : le cas des noms de métiers entre l'italien et le français ...
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| 68 |
РАСПОЗНАВАНИЕ ЖАНРОВОЙ ФОРМЫ ТЕКСТА ... : COMPREHENSION OF THE TEXT GENRE FORM ...
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Мухаметдинова, Т.Ю.. - : Автономная некоммерческая организация высшего образования «Российский новый университет», 2021
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| 69 |
Antiquarianism Underground: The Twentieth-century Alliterative Revival in American Genre Poetry ...
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| 70 |
« Iel » : itinéraire d’une polémique
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In: ISSN: 2431-2134 ; The Conversation ; https://halshs.archives-ouvertes.fr/halshs-03450477 ; The Conversation, The Conversation France, 2021 (2021)
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| 71 |
Système nominal et acte de nommer dans des langues couchitiques parlées dans la Corne de l'Afrique
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In: Journée d’études sur les langues sémitiques et couchitiques parlées dans la Corne de l'Afrique ; https://hal.archives-ouvertes.fr/hal-03480249 ; Marie-Claude Simeone-Senelle; Fatouma Mahamoud Hadji Ali; Mohamed Hassan Kamil. Journée d’études sur les langues sémitiques et couchitiques parlées dans la Corne de l'Afrique, Dec 2018, Djibouti, Djibouti. 1, 2021, Diversité des langues, 978-2-490768-04-2 ; https://lacito-publications.cnrs.fr (2021)
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| 72 |
Reclaiming the Monster: Abjection and Subversion in the Marital Gothic Novel
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In: Studies in Arts and Humanities ; 4 ; 1 ; 53-72 (2021)
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| 73 |
Stylistic Features of Interview Genre in the Russian-Language Print Media of Tajikistan
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In: Media Watch ; 9 ; 2 ; 219-232 (2021)
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| 74 |
Les contrats de mariage : un genre discursif à valeur anthropologique
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Investigating the Influence of Genre Type on Students' English Writing Performance in the Continuation Task
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| 76 |
Literaturrezeption und Leseverhalten bei den Deutschen in der Sowjetunion
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In: 8 ; Arbeitsberichte Forschungsprojekt "Deutsche in der Sowjet-Gesellschaft" ; 20 (2021)
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Becoming Scientists: Undergraduate Students' Literacy Activities in Laboratory Education
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In: Doctoral Dissertations (2021)
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| 78 |
O ensino de espanhol em contexto tecnológico : uma reflexão metodológica orientada pela Pedagogia de Gêneros da LSF
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| 79 |
Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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| 80 |
Examining institutional translation through a legal lens: A comparative analysis of multilingual text production at international organizations
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In: ISSN: 0924-1884 ; Target. International Journal of Translation Studies, Vol. 33, No 2 (2021) pp. 254-281 (2021)
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