Improving Readability in an Explicit Genre-Based Approach: The Case of an EFL Workplace Context

Autor/in	Albino, Gabriel
Titel	Improving Readability in an Explicit Genre-Based Approach: The Case of an EFL Workplace Context
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 48 (2017) 3, S.311-326 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216684279
Schlagwörter	Readability; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Styles; Fuels; Work Environment; English for Special Purposes; Teaching Methods; Business Communication; Electronic Mail; Writing Improvement; Language Usage; Pretests Posttests; Adult Education; Angola + Suchen Sie Ihr Suchwort? Lesbarkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Sprachstil; Treibstoff; Arbeitsmilieu; Teaching method; Lehrmethode; Unterrichtsmethode; Unternehmenskommunikation; Elektronischer Briefkasten; Sprachgebrauch; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	The present study investigates how learners of English as a foreign language (EFL) improve the readability of their texts in an explicit genre-based approach that is utilized in an oil and gas exploration workplace in Angola. By drawing on the English for Specific Purposes and Systemic Functional Linguistics genre traditions, the study engages 18 intermediate learners (14 males and 4 females) in an explicit instruction of an email making a request and assesses how learners' written products improve in terms of genre and linguistics choices. The study also explores how learners notice the features that render their texts readable. The results shed light on the features that should require attention in helping learners with readability, and inform on the way an explicit genre-based approach should be utilized to maximize learners' ability to notice readability features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01