BibTex RIS Kaynak Göster

Developing EAP Writing Skills Through Genre-Based Instruction

Yıl 2016, Cilt: 7 Sayı: 2, 25 - 38, 20.08.2016

Kutay Uzun

Öz

Kaynakça

  • Beaufort, A. (2004). Developmental gains of a history major: A case for building a theory of disciplinary writing expertise. Research in the Teaching of English, 39, 136-185.
  • Brown, H. D. (1994). Teaching by Principles: An Integrated Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.
  • Coe, R.M. (1994). Teaching genre as process. In Freedman, A & Medway, P. [Eds.]. Learning and teaching genre (pp. 157-169). Portsmouth, NH: Heinemann/ Boynton-Cook.
  • Derewianka, B. (1990). Exploring how texts work. Rozelle, N.S.W.: Primary English Teaching Association.
  • Freedman, A., Adam, C. (1996). Learning to write professionally: “Situated learning” and the transition from university to professional discourse. Journal of Business and Technical Communication, 10, 395-427.
  • Gentil, G. (2005). Commitments to academic biliteracy: Case studies of francophone university writers. Written Communication, 22, 421-471.
  • Gere, A. R., Aull, L., Escudero, M. D. P., Lancaster, Z., Lei, E. V. (2013). Local assessment: Using genre analysis to validate directed self-placement. College Composition and Communication, 64(4), 605-633.
  • Henry, A., Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32(1), 147-156.
  • Hinkel, E. (2002). Second language writers’ text: Linguistic and rhetorical features. Lawrence Erlbaum Associates
  • Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21(1), 66-78.
  • Hyon, S. (1996). Genres in three traditions: Implications for ESL. TESOL Quarterly, 30, 693–722.
  • Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.
  • Kain, P. (1999). Beginning the academic essay. Writing Center at Harvard University. Retrieved from http://writingcenter.fas.harvard.edu/pages/beginning-academic-essay on 23.11.2015.
  • Larson-Hall, J. (2009). A guide to doing statistics in second language research using SPSS. New York and London: Routledge.
  • Leki, I., & Carson, J. (1997). Completely Different Worlds: EAP and the Writing Experiences of ESL Students in University Courses. TESOL Quarterly, 39-69.
  • Levin, J. R., Serlin, R. C. (2000). Changing Students’ Perspectives of McNemar’s Test of Change. Journal of Statistics Education, 8(2). Retrieved from http://www.amstat.org/publications/JSE/secure/v8n2/levin.cfm on 30.12.2015.
  • Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382– 385.
  • Osman, H. (2004). Genre-based instruction for ESP. The English Teacher, 33, 13-29.
  • Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Maidenhead: Open University Press.
  • Paltridge, B. (1996). Genre, text type and the language learning classroom. Oxford ELT Journal, 50, 237-243.
  • Polit, D.F., & Beck, C.T. (2004). Nursing research: Principles and methods (7th ed.) Philadelphia: Lippincott, Williams, & Wilkins.
  • Reppen, R. (1995). A genre-based approach to content writing instruction. TESOL Journal, 4(2), 32-35.
  • Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
  • Taguchi, N. (2008). Longitudinal gain of higher-order inferential abilities in L2 English: Accuracy, speed, and conventionality. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 203-222). New York: Routledge.
  • Tardy, C. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
  • Thaiss, C., Zawacki, T. (2006). Engaged writers dynamic disciplines. Portsmouth: Boyton/ Cook.

Developing EAP writing skills through genre-based instruction: An action research

Yıl 2016, Cilt: 7 Sayı: 2, 25 - 38, 20.08.2016

Kutay Uzun

Öz

The primary aim of the present study is to reveal if Genre-Based Instruction improves the organization of theme analysis essays written by students as a part of the English Literature I course. Secondarily, the study aims to put forth how Genre-Based Instruction is perceived by the participants in terms of its positives and negatives. The participants of the study are 28 volunteer students who take the course. The study has a quasi-experimental pretest-posttest design and the data is collected by means of a checklist developed by the researcher and an open-ended questionnaire. To compare the adherence of the participant essays to the checklist before and after the procedure, Wilcoxon Signed-Rank Test is utilized. Mcnemar Test is used to test the significance of change before and after the instruction. The findings suggest that the procedure has contributed positively to the participant essays in terms of their adherence to the checklist. Qualitative findings show that most participants perceive the procedure positively, while a few participants report several negatives. The findings are discussed in the conclusion section.

Anahtar Kelimeler

Genre Theory Genre-based Instruction Argumentative Essay Theme Analysis English for

Kaynakça

  • Beaufort, A. (2004). Developmental gains of a history major: A case for building a theory of disciplinary writing expertise. Research in the Teaching of English, 39, 136-185.
  • Brown, H. D. (1994). Teaching by Principles: An Integrated Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.
  • Coe, R.M. (1994). Teaching genre as process. In Freedman, A & Medway, P. [Eds.]. Learning and teaching genre (pp. 157-169). Portsmouth, NH: Heinemann/ Boynton-Cook.
  • Derewianka, B. (1990). Exploring how texts work. Rozelle, N.S.W.: Primary English Teaching Association.
  • Freedman, A., Adam, C. (1996). Learning to write professionally: “Situated learning” and the transition from university to professional discourse. Journal of Business and Technical Communication, 10, 395-427.
  • Gentil, G. (2005). Commitments to academic biliteracy: Case studies of francophone university writers. Written Communication, 22, 421-471.
  • Gere, A. R., Aull, L., Escudero, M. D. P., Lancaster, Z., Lei, E. V. (2013). Local assessment: Using genre analysis to validate directed self-placement. College Composition and Communication, 64(4), 605-633.
  • Henry, A., Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32(1), 147-156.
  • Hinkel, E. (2002). Second language writers’ text: Linguistic and rhetorical features. Lawrence Erlbaum Associates
  • Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21(1), 66-78.
  • Hyon, S. (1996). Genres in three traditions: Implications for ESL. TESOL Quarterly, 30, 693–722.
  • Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.
  • Kain, P. (1999). Beginning the academic essay. Writing Center at Harvard University. Retrieved from http://writingcenter.fas.harvard.edu/pages/beginning-academic-essay on 23.11.2015.
  • Larson-Hall, J. (2009). A guide to doing statistics in second language research using SPSS. New York and London: Routledge.
  • Leki, I., & Carson, J. (1997). Completely Different Worlds: EAP and the Writing Experiences of ESL Students in University Courses. TESOL Quarterly, 39-69.
  • Levin, J. R., Serlin, R. C. (2000). Changing Students’ Perspectives of McNemar’s Test of Change. Journal of Statistics Education, 8(2). Retrieved from http://www.amstat.org/publications/JSE/secure/v8n2/levin.cfm on 30.12.2015.
  • Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382– 385.
  • Osman, H. (2004). Genre-based instruction for ESP. The English Teacher, 33, 13-29.
  • Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Maidenhead: Open University Press.
  • Paltridge, B. (1996). Genre, text type and the language learning classroom. Oxford ELT Journal, 50, 237-243.
  • Polit, D.F., & Beck, C.T. (2004). Nursing research: Principles and methods (7th ed.) Philadelphia: Lippincott, Williams, & Wilkins.
  • Reppen, R. (1995). A genre-based approach to content writing instruction. TESOL Journal, 4(2), 32-35.
  • Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
  • Taguchi, N. (2008). Longitudinal gain of higher-order inferential abilities in L2 English: Accuracy, speed, and conventionality. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 203-222). New York: Routledge.
  • Tardy, C. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
  • Thaiss, C., Zawacki, T. (2006). Engaged writers dynamic disciplines. Portsmouth: Boyton/ Cook.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Kutay Uzun

Yayımlanma Tarihi 20 Ağustos 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 2

Kaynak Göster

APA Uzun, K. (2016). Developing EAP Writing Skills Through Genre-Based Instruction. International Journal of Educational Researchers, 7(2), 25-38.