Genre and the language learning classroom

By Brian Paltridge. 2001

340 citations recorded by the source corpus.

What is genre?How can genre be used as an organizing principle in ESL programs?How are genre and context explored in ESL classes?How can discourse structures be taught through genre?How can genre-based assessment tasks be incorporated into the language classroom?These questions are addressed and answered in "Genre in the Language Learning Classroom." This text introduces teachers and teachers-in-training to the concept of genre analysis and suggests ways in which the results of genre analysis can be applied to language learning classrooms. It provides genre-oriented activities that will help teachers extend and diversify their everyday language teaching practice. These activities focus on the relationship between genre and context, genre and discourse, and genre and language. Examples of genre-based course design and genre-based assessment are offered. The final chapter considers future directions for research and development in the area of genre-based language teaching.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5867cb9d76f2577cc3a5b5574ab9039b8b25947a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Uccelli
2. Alina Wan
3. Wenjuan Qin
4. J. Flowerdew
5. Eli Hinkel
6. M. Doran
7. L. Taylor
8. E. Galaczi

In Literature and Literary Theory

1. L. Taylor
2. P. Uccelli
3. Alina Wan
4. Wenjuan Qin
5. J. Flowerdew
6. Eli Hinkel
7. M. Doran
8. E. Galaczi

Citations in the corpus

• Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions (2018, background): “For example: ● genre awareness, e.g., sharing personal stories or exchanging ideas (Paltridge, 2001) ● sequencing practices in speech acts, especially where “ face ” is involved; e.g., the use of “ face-saving pre-sequences ” to avoid dis-preferred responses, as seen in responding to an invitation…”
• Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “To further support her conception of teaching academic writing, the teacher educator encouraged Josie to read materials posted on the course website on another concept, genre-based writing instruction, such as Paltridge (2001) and Hyland (2007).”
• Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, methodology): “Using research-based genre-specific features, two discourse dimensions were coded for each genre: (1) discourse organization and (2) evaluative stance: Organizational markers in argumentative texts: Following research onmetadiscourse analysis (Dobbs, 2014; Hyland, 2005; Uccelli et al., 2013), marker”
• 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).”
• Tense, aspect and the passive voice in L1 and L2 academic texts (2004, background): “…present tense is highly prevalent in various types of academic genre, such as published articles and student assignments and papers, while the simple past tense is limited to narratives, case studies, or descriptions of specific historical events (e.g., Johns, 1997; Swales, 1990; Paltridge, 2001).”
• The linguistic and the contextual in applied genre analysis: The case of the company audit report (2010, background): “Since Swales’s (1990) seminal book on the topic, the notion of genre has been extremely significant in research in the field of English for Specific Purposes (ESP) (see e.g. Bhatia, 2004; Hyland, 2004; Paltridge, 2001; Swales, 2004 for overviews).”