Genre Pedagogy and ELLs' Writing Skills: A Theme Analysis

Autor/inn/en	Gill, Ayesha Asghar; Janjua, Fauzia
Titel	Genre Pedagogy and ELLs' Writing Skills: A Theme Analysis
Quelle	In: English Language Teaching, 13 (2020) 8, S.141-151 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Writing Skills; Writing Instruction; Grammar; Undergraduate Students; Persuasive Discourse; Literary Genres; Teaching Methods; Higher Education; Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Connected Discourse; Essays; Writing Improvement; Scaffolding (Teaching Technique); Pretests Posttests; Reading Processes; Comparative Analysis; Pakistan + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Schreibunterricht; Grammatik; Persuasion; Persuasive Kommunikation; Literarische Form; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Leseprozess
Abstract	Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs' experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01