According to Paltridge (2001), " language occurs in particular cultural and social contexts and can only be understood in relation to these contexts" (p. 40). Language users use particular genres to interact in these social and cultural contexts.
Genre-based teaching is a method that I have used with my students, especially for writing lessons. I have found it to be a helpful to my students because it allows them to be aware of the requirements of particular genres. For instance in formal letter writing, there are various kinds of letters. By providing models of each situation, learners are aware of the expectations of the different genres. This helps them to study and identify the different structures.
In addition, it also provided my learners with a starting point and gave them confidence in writing.
The workshop participants in the article by Kay and Dudley-Evans (1998), also reflected this view - "a genre-based approach is empowering and enabling, allowing students to make sense of the world around them and participare in it" (p. 310).
One of the drawbacks that I experienced using this approach was that some students became too dependent on being provided with models and made limited use of their own creativity.
I guess it is important for the teacher using the genre-based approach to maintain a balance and ensure that it is not overly done. It could also become boring for advanced learners in the class.
Genre-based approach in langauge teaching offers learners "an explicit understanding of how texts in target genres are structured and why they are written in the ways they are" (Hyland, 2003, p. 26). This understanding is important for the learners so that they are able to use socially and culturally correct language in different contexts.
References:
Hyland, K. (2003). Genre-based pedagogoes: A social response to process. Journal of second language writing, 12. 17-29
Kay, H., & Dudley-Evans, T. (1998). Genre: What teachers think. ELT Journal, 52 (4), 308-313.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: Michigan University Press.
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that may be true w hat is pALTRIDGE says about genre. However, there are still millions of people learning English all over the world who have no idea about the genre. Especially people in their 40s and 50s (IN speaking specifically about Japanese learners) who I worry more about how long they have worked during the day and have come for an English lesson to ' unwind'. That's fine. The least we can do and is teachers is plant the ' seed' in their conscious and wait until it sprouts.
ReplyDeletePaltridge,
B. (2001). Genre and the language learning classroom. Ann Arbor: Michigan University Press.