A Genre-Based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students

Autor/in	Nagao, Akiko
Titel	A Genre-Based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students
Quelle	In: TESL-EJ, 26 (2022) 3, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nagao, Akiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Writing Instruction; Literary Genres; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Course Content; Essays; Linguistics; Undergraduate Students; Course Descriptions; Scoring Rubrics; Writing Evaluation; Power Structure; Authors; Comparative Analysis; Connected Discourse; Language Usage; Verbs; Form Classes (Languages); Phrase Structure; Teaching Methods; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Schreibunterricht; Literarische Form; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Kursprogramm; Essay; Aufsatzunterricht; Linguistik; Kursstrukturplan; Scoring formulas; Auswertungsbogen; Author; Autor; Autorin; Sprachgebrauch; Analytischer Sprachbau; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a systemic functional linguistics (SFL) framework, the GBA allowed micro- and macro-analyses of essays from 23 first-year university students with low/high proficiency in English and limited/extensive second-language writing experience. Quantitative analysis collected general impression scores from all students' essays at three time points using the SFL rubric. Qualitative investigation applied clause structure annotations to identify and analyse the functional parts of the clause from three metafunctional perspectives--ideational, interpersonal and textual--on descriptive genre essays by EFL learners. Lower-proficiency and novice EFL students demonstrated an improved understanding of the content, events and background information of the essay topics (ideational), and the social and power relationships between readers and writers (interpersonal). By comparison, high-proficiency and experienced students demonstrated a better understanding of the structure and coherence of the essay. This study was limited in developing an understanding of the use of pronouns and auxiliary verbs, which should be addressed in future studies. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01