Genre-Based Pedagogies: A Social Response to Process.

By Ken Hyland. 2003

892 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/327bfdeee908b585a1c4425ddac687928454eb7c

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Citations in the corpus

Genre pedagogy: Language, literacy and L2 writing instruction (2007, background): “This explicitness gives teachers and learners something to shoot for making writing outcomes clear rather than relying on hit or miss inductive methods whereby learners are expected to acquire the genres they need from repeated writing experiences or the teacher’s notes inthemarginsoftheiressays( Hy”
Second Language Writing (2003, neutral): “…Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org c© Ken Hyland 2003 This book is in copyright.”
The linguistic and the contextual in applied genre analysis: The case of the company audit report (2010, background): “…is a considerable literature on ESP-based genre pedagogy, a pedagogy which applies the findings of genre analysis to course design in ESP contexts (e.g. Bhatia, 1993; Flowerdew, 1993; Henry & Roseberry, 1998; Hyland, 2003, 2004; Johns, 2002; Paltridge, 2001; Swales & Feak, 2000, 2004; Tardy, 2006).”
Collaborative writing: fostering foreign language and writing conventions development (2010, background): “Therefore, as suggested by Hyland (2003), it is necessary first to develop a well-structured writing course based on genre-specific pedagogy.”
THE BEST OF TWO APPROACHES: PROCESS/ GENRE- BASED APPROACH TO TEACHING WRITING (2017, background): “The underpinning theory of such a pedagogical approach, according to Vyotsky (1978), as reported in Hyland (2003), is an “emphasis on the interactive collaboration between teacher and student, with the teacher taking an authoritative role to ‘scaffold’ or support learners as they move towards their…”
Cohesion and the social construction of meaning in the essays of filipino college students writing in l2 english (2004, background): “…writing in the context of a discourse community that includes writers, texts and readers in a distinct discursive space because not enough is known about the lexical, syntactic or rhetorical features of writing by a particular group of learners operating in particular contexts (Hyland, 2003).”
The Routledge handbook of English language teaching (2018, background): “Another challenge is the amount of time required to cover all of these complex issues, considering especially the limited instruction time L2 teachers generally have and the large amount of input/output required for learning the various types of constructions, especially schematic constructions.”
Metacognition in Student Academic Writing (2012, neutral): “Embracing discourse and genre analysis approaches, research has focused on rhetorical features and has privileged the text in the analysis of student academic writing (Hyland, 2003, 2004, 2007; Johns, 2002; Paltridge, 2001).”
Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “…process of writing and motivating students’ collaboration, the process approaches, researchers argue, devote little time to linguistic input and provide little systemic understanding of how language is patterned in specific contexts (Badger & White, 2000; Graham & Harris, 1997; Hyland, 2003).”