The Use of Genre Theory for Improving Writing Proficiency Skills in  Explanations

María Martínez Lirola

doi:10.17533/udea.ikala.v20n2a04

Auteurs-es

María Martínez Lirola Universidad de Alicante https://orcid.org/0000-0002-6427-425X

DOI :

https://doi.org/10.17533/udea.ikala.v20n2a04

Mots-clés :

théorie du genre, écriture académique, types de textes, explications, tutorats

Résumé

L’étude présentée dans cet article se concentre sur l’utilisation de la théorie du genre en tant que cadre pour l’écriture en anglais L2 dans le cours Anglais IV de la licence en Philologie Anglaise. 40 explications écrites par les étudiants de ce cours à l’Université d’Alicante (Espagne) ont été comparées avant et après avoir étudié les différents types de texte suivant la théorie du genre. Cette étude montre que l’utilisation de la théorie du genre, en tant que cadre pour l’enseignement de l’écriture académique, a aidé les élèves à améliorer leurs compétences en littéracie à travers l’étude de certains types de textes et des structures grammaticales qui apparaissent dans ces textes. Les résultats suggèrent que l’exposition des étudiants à de bons modèles de différents types de textes, focalisés particulièrement sur les explications, et le fait de leur demander d’écrire des textes basés sur ces modèles, améliorent les productions écrites des étudiants du point de grammatical et textuel.

|Résumé

= 1109 veces | PDF (ENGLISH)

= 429 veces| | HTML (ENGLISH)

= 18 veces| | HTML (ENGLISH)

= 70 veces| | DATA (ENGLISH)

= 0 veces|

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Biographie de l'auteur-e

María Martínez Lirola, Universidad de Alicante

Profesora Titular Universidad de Alicante/Miembro del grupo de investigación de la Universidad de Alicante, Departamento de Linguística y Lenguas modernas, Universidad de Sudáfrica (UNISA)

Références

Artemeva, N. & Freedman, A. (eds.) (2006). Rhetorical Genre Studies and Beyond. Winnipeg: Inkshed Publications.

Bazerman, C. (1988). Shaping Written Knowledge: The Genre and Activity of the Experimental Articles in Science. Madison: University of Wisconsin Press.

Biber, D. (2006). University Language. A corpus–based study of spoken and written registers. Amsterdam / Philadelphia: John Benjamins.

Bitchener, J., Young, S. & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191–205.

Blommaert, J. (2005). Discourse: A Critical Introduction. Cambridge:

Cambridge University Press.

Bruce, I. (2008). Academic Writing and Genre. A Systematic Analysis. London: Continuum.

Butt, D.; Fahey, R.; Spinks, S. & Yallop, C. (2012). Using Functional Grammar. An Explorer's Guide (3rd. ed.). Melbourne: Palgrave Macmillan.

Carrasquillo, A.L. & Rodríguez, V. (2008). Language Minority Students in the Mainstream Classroom (2nd. ed.). Bristol: Multilingual Matters.

Coe, R., Lingard, L. & Teslenko, T. (eds.) (2002). The Rhetoric and Ideology of Genre. Cresskill, NJ: Hampton.

Coffin, C. (2001). Theoretical approaches to written language –a TESOL Perspective. In A. Burns & C. Coffin (eds.), Analysing English in a Global Context. A Reader (pp. 93–122). London: Routledge.

De Silva Joyce, H. & Feez, S. (2012). Text–based Language and Literacy Education: Programming and Methodology. Sydney: Phoenix Education.

Devitt, A.J. (2004). Writing Genres. Carbondale, IL: Southern Illinois University Press.

Droga, L. and Humphrey, S. (2003). Grammar and Meaning. An Introduction for Primary Teachers. Berry NSW: Target Texts.

Humphrey, S., Droga, L. and Feez, S. (2012).Grammar and Meaning. Newtown, NSW: PETAA.

Edelsky, C. (2006). Literacy and Justice for All: Rethinking the Social in Language and Education (Language, Culture, and Teaching) (3rd. ed.). Lawrence Erlbaum Associates.

Fairclough, N. (2003). Analysing Discourse. Textual Analysis for Social Research. London: Routledge.

Fecho, B. (2011). Teaching for the Students. Habits of Heart, Mind, and Practice in the Engaged Classroom. New York/London: Teachers College Press.

Fenstermacher, G. D. & Soltis, J. F. (2009). Approaches to Teaching (5th. ed.). New York/London: Teachers College Press.

Ferris, D. R. (2004). The 'grammar correction' debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime...?). Journal of Second Language Writing, 13, 49–62.

Freedman, A. & Medway, P. (eds.) (1995). Genre in the New Rhetoric. London: Taylor & Francis.

Gardner, S. (2012). Genres and registers of student report writing: An SFL perspective on texts and practices. Journal of English for Academic Purposes, 11, 52–63.

Halliday, M.A.K (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.

Hammond, J. & Derewianka, B. (2001). Genre. In R. Carter and D. Nunan (eds.). The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 186–193). Cambridge: Cambridge University Press.

Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.).

London/New York: Longman.

Hasan, R. (1989). The structure of the text. In M.A.K. Halliday and R. Hasan (eds.). Language, Context, and Text: Aspects of Language in a Social–Semiotic Perspective (2nd ed.) (pp. 52–69). Oxford: Oxford University Press.

Hua, Z., Seedhouse, P., Li, W. & Cook, V. (2007). An introduction. In Z. Hua, P. Seedhouse, W. Li & V. Cook (eds.), Language Learning and Teaching as Social Inter–action (pp. 1–5). London: Palgrave Macmillan.

Hyland, F. (2003). Focusing on form: student engagement with teacher feedback. System, 31, 217–230.

Klein, P. & Unsworth, L. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education, 26, 1–17.

Kress, G. (2003). Literacy in the New Media Age. London: Routledge.

Mahboob, A., Dreyfus, S., Humphrey, S. & Martin, J.R. (2010). Applicable linguistics and English language teaching: the scaffolding literacy in adult and tertiary environments (SLATE) project. In A. Mahboob and N. K. Knight (eds.), Applicable Linguistics (pp. 25–43). London: Continuum.

Martin, J.R. (2000). Grammar meets genre: reflections on the ''Sydney School''. Educational Research on Foreign Languages and Arts, 2, 28–54.

Martin, J. R. & Rose, D. (2012). Learning to Write/Learning to Learn: Genre, Knowledge and Pedagogy in the Sydney School. London: Equinox.

Martínez Lirola, M. (2006). The importance of teaching systemic functional linguistics and text linguistics to improve writing in bilingual education programs in the USA. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 5, 139–150.

Martínez Lirola, M. (2007). El nuevo papel del profesor universitario en el proceso de convergencia europeo y su relación con la interacción, la tutoría y el aprendizaje autónomo. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 7, 31–43.

Martínez Lirola, M. (2013). ''Teaching visual grammar and social issues in an English language course: an example using multimodal texts on immigrant minors from a Spanish newspaper''. In F.J. Díaz Pérez, M.B. Díez–Bedmar, P. García–Ramírez & & D. Rascón–Moreno, (eds.), Global Issues and the Teaching of Language, Literature and Linguistics (pp. 195–215). Viena: Peter Lang.

Martínez Lirola, M. & Crespo, E. (2008). Explorando las variables incidentes en la motivación del alumno de filología inglesa en el ámbito del espacio europeo de educación superior. In G. Merma Molina & F. Pastor Verdú (coords.), Aportaciones curriculares para la interacción en el aprendizaje. Redes de investigación docente–espacio europeo de educación superior. (vol. I, pp. 119–135). Alcoy: Marfil.

Martínez Lirola, M. & Tabuenca Cuevas, M. (2008). Integrating CALL and genre theory: a proposal to increase students' literacy. RECALL, 20(1), 67–81.

Martínez Lirola, M. & Tabuenca Cuevas, M. (2010). Applying genre theory to improve expositiontype essay writing. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 13, 29–42.

Matthiessen, C.M.I.M. (2006). Educating for advanced foreign language capacities: exploring the meaningmaking resources of languages systemic–functionally. In H. Byrnes (ed.), Advanced Language Learning. The Contribution of Halliday and Vygotsky (pp. 31– 57). London: Routledge.

Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151–67.

Moyano, E.I. (2013). (coord.) Aprender ciencias y humanidades: una cuestión de lectura y escritura. Aportes para la construcción de un programa de inclusión social a través de la educación lingüística. Buenos Aires: Universidad Nacional de General Sarmiento.

O'Brien, T. (2004). Writing in a foreign language: teaching and learning. Language Teaching, 37, 1–28.

Parodi, G. (2010). Written discourse genres. Towards an integral conception from a sociocognitive perspective. In G. Parodi (ed.), Academic and Professional Discourse Genre in Spanish (pp. 17–35). Amsterdam/Philadelphia: John Benjamins.

Prior, P. (1998). Writing Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Mahwah, NJ: Lawrence Erlbaum Associates.

Rogers, R. (ed.) (2004). An Introduction to Critical Discourse Analysis in Education. Mahwah, NJ: Lawrence Erlbaum Associates.

Rose, D. (2005). Democratising the classroom: a literacy pedagogy for the new generation. Journal of Education, 37, 131–167.

Swales, J.M. (2002). On models of applied discourse analysis. In C.N. Candlin (ed.), Research and Practice in Professional Discourse (pp. 61–77). Hong Kong: City University of Hong Kong Press.

Trofimovich, P. & McDonough, K. (eds.) (2011). Applying Priming Methods to L2 Learning, Teaching and Research. Insights from Psycholinguistics. Amsterdam/ Philadelphia: John Benjamins.

Wennerstrom, A. (2003). Discourse Analysis in the Language Classroom. Vol. 2. Genres of Writing. Michigan: The University of Michigan Press.

Wertsch, J. (1985). Vygotsky and the Social Formation of Mind. Cambridge: Cambridge University Press.

Wingate, U. (2012). Using Academic Literacies and genrebased models for academic writing instruction: A 'literacy' journey. Journal of English for Academic Purposes, 11, 26–37.