Genrebased approach.docx
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Genrebased approach.docx
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Genrebasedapproach
Genre-basedApproachtoLanguageTeaching
Background
ThenotionofgenrederivesfromaseriesofactionresearchprojectsimplementedbyteachersandfunctionallinguistsinAustraliaduringthepastthreedecades.Itwasoriginallydefinedasastagedgoal-orientedsocialprocess,emphasizingaseriesofphasesofmeaningmakingthataredesignedtoaccomplishsomethingthroughinteractionswithothers.Thisnotionofgenrewaslatergivenmuchemphasizeasacruciallayerwithinthefunctionalmodeloflanguageandthisfunctionofgenrehelpstolayafoundationfortheoncominggenre-basedliteracypractices.Accordingtothefunctionalmodeloflanguage,genrerevealsthewayinwhichaparticularculturemanagestocoordinatedifferentandrecurrentlanguageresourcestoconstructparticularmeaningsthatarevaluedwithinthespecificculturalcontext.Thisideaimpliesthecomplexprocesseswehavetoundertakebeforeconcretesocialpurposesarerealized.Andthesecomplexprocesses,toagreatextend,entailslargeamountoftextsandconversationalinteractions.Inrecentyearsthisconceptofgenrehasbeenexpandedtoincludeallpurposefulusesoflanguage.Manyresearchersworkingwithindifferentgenreapproacheshavecomeoutwithaconsensusthatgenresaresocialpracticesthathaveevolvedtoenableusachieveourgoals(Martin,1985;Painter,2001,ascitedinDerewianka,2003).Inthefieldofgenrestudy,thereareseveraltheoreticaltrendsandtheycanbeputalongacontinuum.Atoneendofthiscontinuumliethosewhoexpressmajorinterestsinsuchcontextsassocial,cultureandhistory(Hyon,1996;Flowerdew,2002;Hyland,2002;Johns,2002).ThereareotherresearcherspositioningthemselveswithintheNewRhetoricalSchool(Miller,1984;Bazerman,1994;Freedman&Medway,1994),focustheirstudiesonthewaygenreseitherrealizecertainsocialculturalpurposesorformparticularframeworksthroughinvolvementintovariedcontexts.Attheotherendofthiscontinuumisthegroupdealingwithdiscourseanalysis,focusingonpedagogicalexplorationonenhancingstudents’communicativecompetenceintheirfutureprofessionalandacademicareas.InlinewiththemarethosewhoaredoingEnglishforSpecificPurposes(Swales,1990;Dudley-Evans&StJohn,1998),specifically,probingintovariedgenreslikeliteraturereview,jobapplications,businessletters,governmentaldocuments,andsoon.What’sworthspecialmentionisthosewhoarelocatedatthemiddleofthiscontinuumandfindaplaceconnectingthesocialculturalcontextwithspecificlinguisticfeatures,thatis,theschoolofSystemicFunctionalLinguistics(SFL).Thisgroupandthecentralconceptshavegreatlyinfluencedthedesignofschoolcurriculumandsyllabusandhavebecomethemostlyprobedarearegardinggenrestudyandgenre-basedEnglishlanguageteaching.
Approach:
Theoryoflanguageandlearning
Inthetraditionofgenretheory,languageisgrantedwithpracticalconnotations.Ingeneral,languagesymbolizesaseriesofrhetoricalchoicesregardingtheparticularsocialculturalcontextwithinwithitisusedforcommunicativepurposes.Choices,therefore,areresultsofvariedsocialaimscompetingwitheachother.Theparticularityofthedealingwithlanguageingenretheoryliesinitscombinationofgrammaticalfeatureswithcontextualfactors.Forexample,whenwemakespecificgrammaticalchoices,wetendtotakeintoconsiderationthreerelevantnotions,namely,thethemesoftexts(field),interactionbetweenparticipants(tenor),functionoflanguage(mode).Hylliday(1975)initiatedthissystemofgrammaticalfeaturesoflanguageintermsofearlychildhoodlanguageacquisition.Laterheputforwardamodeloflanguageinordertoarguetheconstructiveroleoflanguageinpeople’slife,whichistermedassocialsemiotic(Halliday,1978).Thismodelstressesthreefacetsofrolethatlanguageplaysinsocialinteractions.Accordingly,languageservesasystemicfunctioninthatitprovidessystemsoflinguisticresourcestorealizemeanings.Thissystemicfunctionismostlyreflectedinthesystemofmood,wherepeoplefindrichsourcesformakingbothimperativeandindicativestatements.Usersinvolvedinvariedrolesandinteractionswiththeircounterpartsmakedifferentlinguisticchoicessoastoconstructvariedmeanings.Thuslanguageisdeemedtobepolysystemicbecauseofthesemanylinguisticsystemsengagedatthesametime.(Christie,1999).Languageservesafunctionalroleinthatitindicatesthesocialculturalpurposeforwhichitcomesintobeingundoubtedly.Theschoolofsystemicfunctionallinguisticsfurthercategorizedthefunctionoflanguageintothreemetafunctions,theyare,“theideational,todowiththeexperiencesrepresentedorconstructedwithinlanguage;theinterpersonal,todowiththenatureoftherelationshipsofpersonsinusinglanguage;andthetextual,todowiththeorganizationoflanguageascoherentmessages.”(Christie,1999,p.759)Thissymbolizesthesimultaneouslinguisticchoicesaswellasthethreemetafunctionsrealizedwhenpeopleuselanguage.Finally,languageistakenastextthatbearsmeaningfulsocialculturalpurpose.Therefore,textcanneverbeunderstoodwithoutlookingattheparticularcontext.Inotherwords,“textisknownonlybecauseofthecontextthatgivesitlife;conversely,contextisknownonlybecauseofthetextthatrealizesit.”(Christie,1999,p.760)AsMalinowski(1923)contended,thenatureofatextisdecidedbythecontextofsituation.
TheoryoflearninggenresoriginatedfromBakhtin(1986)whoattachedlearningofgenreswiththeacquisitionofafirstlanguage.Inotherwords,languageacquisitionstartsfromtheacquisitionofaparticulargenre,whereweobtainnecessaryabilitytoprocessacommunicativeactivitywithinthegenericcontext.GenretheoryofL2learninghasbeenfundamentallylaidoutbyMelrose(1995)andLock(1996),whorelatedL2acquisitiontolearningtheabilitytoprocesssystemicchoicesandmakeeffectivemeaningsinusingalanguagethatisdifferentfromone’sfirstlanguage.Therefore,itisaprogressivejourneyfromhandlinglimitedchoicesregardinglexis,structures,andsoontoconstructingmeaningswithalargernumberofoptionsthatarepreferabletovariedcontexts.Vygotskianlearningtheoryputlanguagelearningwithinacontextofsharedunderstanding.Pedagogically,teachersretrievetoascaffoldingpositionduringclassroominstructionsandguidelearnersgraduallytothelinguisticresourcesthataredeemedmostnecessaryforthemtotakepartincommunicativesocialactivities.
Design:
Objectives,syllabus,learningactivities,roleoflearners,teachers,andmaterials
Theprimaryrationaleforgenre-basedapproachinEnglishlanguageteachingisitsstrengthsinteachingwritingsespeciallytoESL(EnglishasSecondLanguage)students.Insteadofemphasizingmerelyonthemeaningoflanguage,genre-basedapproachcombinestextmeaningwiththepracticaloperationoflanguageatthetextlevel.Itisalsoadevelopmentoftheformerphonemicperspectiveonlanguagewherebylanguagemeaningisseparatedfromthesocialculturalcontextandconfinedwithinthelexicalandsentencelevel.Inthissense,genre-basedapproachisembracedasapromisingmethodologyincultivatinglearners’communicativelanguageabilityintherealsocialcommunity.Thegeneralprincipleforpracticinggenre-basedapproachliesinthatlearnersareexpectedtobeinvolvedintovariousclassroomactivitiesthatcannaturallyguidestudentstomakeuseofthegenreknowledgetheyhavebeenexposedto.Therefore,onecrucialroleforthelanguageteachersistoselectandcreateaparticularcontextduringtheplanningprocesssothatstudentsmaybeencouragedtotakeconsciousefforttolearnthetargetgenre.
Theobjectiveofthegenre-basedapproach,inlinewiththeconceptofscaffolding(Bruner,1978),istoprojectESLteachersandlearnersintoaclassroomenvironmentfeaturingsharedresponsibilitybetweenteachersandlearnersthroughvariedlanguageteachingprocesses.Concretely,teachersinitiateclassroomactivitieswitharoleofintroducingnecessaryknowledgeandbackgrounds,whilestudentsarepositionedatthebeginningmoreinaknowledgereceiver’srole.However,withtheteaching/learningprocessmoveson,whenstudentsgetmoreandmoreincontrolofthetargetknowledge,teachersretrievetothescaffoldingroleandatthesametimeshiftcontrollingpowergraduallytostudentssoastonurturestudents’autonomouslearning.
Inregardwiththechoiceofmaterials,itisinevitablythatteachersandlearnersbothbringwiththemrichandcomplicatedpriorresourcesoftheirownintotheclassroom,yeteffectivegenre-basedinstructionentailsmoresystemicandengagingmaterialsthatcanprovidestudentsopportunitiestodevelopcontextualandlinguisticknowledge.GrabeandKaplan(1996)classifiedsuchmaterialsinto“texts,media,studentgeneratedresources,activitiesanddiscussions”(p.256).ThisclassificationwaslaterfurthersummarizedbyHyland(2003)as“input,contentfocus,languagefocus,andtaskfocus”(p.101).Forexample,input,forawritingcourse,ismostlyatext,oritcouldalsobeavideo,audio,picture,orothers.Thecontentfocuswillbesuchconcreteissuesasatopic,astory,apieceofinformationorelse,whichhelpstotriggerstudents’mutualinteraction.Thelanguagefocusdisplaysatexttostudentsforthemtoanalyzeandsotoproducetheirowntextsbasedontheanalysis.Thetaskfocuscreatesagroundwhereclassroomactivitiescanbeimplemented.
Procedure
Amongthevariousformsofgenre-basedapproachimplementations,theteaching-learningcycleorig
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