Complex Genre-Based Methodology for Teaching Academic Writing

Autor/inn/en	Kuzmenkova, Julia; Erykina, Maria
Titel	Complex Genre-Based Methodology for Teaching Academic Writing
Quelle	In: Iranian Journal of Language Teaching Research, 10 (2022) 1, S.37-55 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Teaching Methods; Writing Instruction; English for Academic Purposes; Undergraduate Students; Second Language Learning; Second Language Instruction; Foreign Countries; Research Proposals; Student Research; Student Centered Learning; Language Styles; Phrase Structure; Russia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Forschungsgegenstand; Studentenforschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sprachstil; Phrasenstruktur; Russland
Abstract	Contemporary EAP research and teaching academics constantly elaborate new and better methods and re-evaluate those in use to facilitate students' academic growth. The article considers some options for teaching EAP to undergraduates highlighting the results of the experimental study conducted in the context of higher education in Russia and motivated by the researchers' perceptions about university level students' difficulties in acquiring proficiency in academic English. The data for this paper comes from 192 undergraduates' research project proposals. The approach offered is largely in line with traditions of the genre analysis and combines some novel features and conventional elements of the genre, product and process approaches. The innovations imply the use of recurring pattern phrases which are presented as sets of structural templates grouped in genre-based functional categories and organised around the framework of the project proposal. The article analyses applicability and functionality of this complex methodology developed by the authors relying on criterion-referenced measurement of students' writing performance by independent raters using analytic rating scales for assessment. The benefits of the methodology under discussion largely pertain to improvement in academic style and text organisation, and a learner-centred approach adopted helps students develop their own models for step-by-step writing project proposals. The findings of this study can have implications for EAP teaching practice in NNS educational settings. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01