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Genre in Three Traditions: Implications for ESL

HYON, SUNNY

TESOL quarterly, 1996, Vol.30 (4), p.693-722 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

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  • Título:
    Genre in Three Traditions: Implications for ESL
  • Autor: HYON, SUNNY
  • Assuntos: Adult Education ; Applied Linguistics ; Australia ; Context Effect ; Educational Objectives ; Educational research ; Elementary Secondary Education ; English (Second Language) ; English as a second language ; English for Special Purposes ; Foreign Countries ; Genre Studies ; Linguistic Theory ; Linguistics ; Literacy ; Literary genres ; North American English ; Pedagogy ; Reading instruction ; Rhetoric ; Second Language Instruction ; Student Participation ; Swales ; Teaching Methods ; Writing instruction
  • É parte de: TESOL quarterly, 1996, Vol.30 (4), p.693-722
  • Notas: ark:/67375/WNG-S8582DJV-R
    istex:6F05C143E95BB38B8E08E2EA0841F0056FB3A66D
    ArticleID:TESQ1562
    Sunny Hyon received her PhD in linguistics from the University of Michigan and is Assistant Professor in the English Department at California State University, San Bernardino. Her research interests include genre theory and pedagogy and ESL reading instruction.
    ObjectType-Article-1
    SourceType-Scholarly Journals-1
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  • Descrição: Within the last two decades, a number of researchers have been interested in genre as a tool for developing L1 and L2 instruction. Both genre and genre-based pedagogy, however, have been conceived of in distinct ways by researchers in different scholarly traditions and in different parts of the world, making the genre literature a complicated body of scholarship to understand. The purpose of this article is to provide a map of current genre theories and teaching applications in three research areas where genre scholarship has taken significantly different paths: (a) English for specific purposes (ESP), (b) North American New Rhetoric studies, and (c) Australian systemic functional linguistics. The article compares definitions and analyses of genres within these three traditions and examines their contexts, goals, and instructional frameworks for genre-based pedagogy. The investigation reveals that ESP and Australian genre research provides ESL instructors with insights into the linguistic features of written texts as well as useful guidelines for presenting these features in classrooms. New Rhetoric scholarship, on the other hand, offers language teachers fuller perspectives on the institutional contexts around academic and professional genres and the functions genres serve within these settings.
  • Editor: Oxford, UK: Blackwell Publishing Ltd
  • Idioma: Inglês
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