Genre pedagogy: Language, literacy and L2 writing instruction

By Ken Hyland. 2007

1,105 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c6846229b98fe75ac162dd36a7487f4b7016ecd4

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Handbook of Research in Second Language Teaching and Learning : Volume 2 (2011, background): “Lo and Hyland (2007) noticed that when their students were given more freedom in the choice of topic they became very engaged and sometimes could not think how to write in English.”
Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “…by researchers to serve students’ needs in different educational contexts and was praised by virtue of its explicit instruction in the conventions to meet the expectations of the potential readers (e.g., Flowerdew, 2002; Hyland, 2003, 2007, 2016; Macken-Horarik, 2002; Munice, 2002; Zhang, 2016).”
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).”
A genre-based approach to teaching EFL summary writing (2012, background): “Hyland (2007) sees genre as a group of texts which share similar discoursal features that are easily identifiable by members of a community.”
The motivational dimension of language teaching (2017, background): “Shaaban (2006) describes how cooperative (‘jigsaw’) reading tasks improved the motivation to read of Year 5 students of English in Lebanon, while Lo & Hyland (2007) report an action research study in a ‘well-established’ Hong Kong primary 3 2 6 M A R T I N L A M B school which produced gains in…”
Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, background): “The last decade has seen significant developments in genre-based pedagogies designed to support second languagewriters’ understanding of how language is structured to achieve social purposes (Gebhard&Harman, 2011; Hyland, 2007; Johns, 2011; Swales,1990).”
Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course (2018, positive): “Indeed, within L2 writing, genre-based approaches have proven to be an effective pedagogy through attention to discoursal features, particularly with graduate students (Cheng, 2011; Hyland, 2007; Swales, 1990, 2004).”
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).”
Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework (2020, methodology): “Our second sample task, again inspired by translator training (Carreres & Noriega-Sánchez, 2011; Nord, 2018), genre pedagogy (Hyland, 2007; Tardy, 2019), and intercultural rhetoric (Connor, 2011), consists of a cross-lingual genre analysis.5 In this task, students examine multiple genre samples or…”