Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Cheng, An

doi:10.1177/1046878106297879

Cited by 9 publications

(10 citation statements)

References 39 publications

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“…In the 1970s and for the most of the 1980s, experts were primarily interested in the process approach which focuses on developing students' linguistic skills through pre-writing activities such as planning, drafting, editing and revising (Badger & White, 2000;Feez, 2002;Muncie, 2002). In the late 1980s and the 1990s, however, theoretical interest in writing instruction shifted to a genre approach that considers writing as a purposeful act and focuses on the analysis of the contextual situation in which writing takes place (Atkinson, 2003;Cheng, 2006Cheng, , 2007Cheng, , 2008Hyland, 2003aHyland, , 2003bHyland, , 2007Johns, 2003;Paltridge, 1996Paltridge, , 2000Paltridge, , 2002Paltridge, , 2007Swami, 2008). The genre approach was developed in response to the criticism of the limitations of the process approach, which left students to find the recurring text structures for themselves through experimentation and exploration.…”

Section: Why Choose a Genre Approach?mentioning

confidence: 99%

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

Ahn¹

2012

ELT

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This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC), based on Vygotsky's notion of scaffolding. Assessment was conducted by comparing students' writing samples, before and after the teaching intervention. The results indicated that the teacher's active scaffolding processes at the early stage of the cycle benefited students by making them aware of the different ways texts are organised for different communicative purposes. In addition, students' confidence level increased and the approach encouraged a positive attitude towards writing.

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Section: Why Choose a Genre Approach?mentioning

confidence: 99%

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

Ahn¹

2012

ELT

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“…Nevertheless, in previous academic years, we had piloted the same study and had found similar results. Consequently, we might claim, as in [31][32][33] and [5], that a genre-based approach proves to be beneficial for graduate students' gains in academic literacy.…”

Section: Discussionmentioning

confidence: 99%

“…In Anglophone academic contexts, in recent years, there have been a number of studies that have dealt with building genre awareness [5,[27][28][29][30][31][32][33][34], the effects of genre instruction [35,36], genre knowledge recontextualization [30,37], and approaches to genre tasks in diverse disciplines [38]. In addition, others have looked into academic biliteracy; e.g., Martin Martin [39], Gentil [40], Canagarajah [41], Mein [42], and Pérez-Llantada [43].…”

Section: Introductionmentioning

confidence: 99%

Genre Pedagogy and Bilingual Graduate Students’ Academic Writing

Morell

Cesteros

2019

Publications

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Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students’ research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students’ academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students’ academic writing? The study entails a survey to elicit students’ perspectives on the influence of the course and its tasks on their academic writing, as well as teachers’ comments on the students’ written work. Although learning to do research at the graduate level requires a broad range of competencies that go beyond genre awareness, the findings from the survey confirmed the positive effects of genre knowledge gains in accomplishing further research goals.

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“…The use of simulation and gaming for instructional purposes has been widely applied in diverse disciplines since the mid twentieth century [7], [8]. Although the original definition of simulation has evolved over the decades, in essence it still refers to as a series of contextrich learner-centered tasks in which the participants embody well-defined roles.…”

Section: Introductionmentioning

confidence: 99%

Use of a roleplaying exercise to illustrate design stakeholder roles in a first-year design course

Abelló¹,

Avalos-Rivera²,

Motavas³

et al. 2018

PCEEA

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VANT 150 is a first-year course in designand sustainability for international students enrolled inthe Vantage One program at UBC. One of its learningoutcomes is to understand the importance ofcommunication between different stakeholders in thedesign process.The 2016 final exam revealed that students haddifficulties understanding the positions of the designer,client and user as stakeholders. A simulation(roleplaying) exercise was implemented in 2017 in orderto help students better understand these roles and raiseawareness about the importance of communicationbetween them.The 2016 and 2017 final exams included a question todifferentiate stakeholder roles. We found that the averagescore in this question was 8% higher in 2017 than in2016. This difference is statistically significant withp < 0.005. This suggests the stakeholder simulationactivity helped our students better understand theseconcepts.

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Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Cited by 9 publications

References 39 publications

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

Genre Pedagogy and Bilingual Graduate Students’ Academic Writing

Use of a roleplaying exercise to illustrate design stakeholder roles in a first-year design course

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