Using a genre-based approach for writing instruction in a less-commonly-taught language

Abstract

Although a great majority of the L2 writing literature focuses on teaching Englishlanguage writing, scholars have begun to explore the teaching of writing in other second and foreign languages (FLs), including French, Spanish, German, Arabic, Japanese, and Chinese. However, to our knowledge, no work exists exploring the exigencies of teaching Turkish or Turkish-language writing in North America. This article focuses on Turkish-language instruction, especially Turkish-language writing instruction, in one US university. It describes learner characteristics, including needs and expectations, and curricular decisions, including the implementation and outcome of a genre-based approach for writing instruction. The impetus for this work is threefold: Firstly, the article attempts to address the dearth of literature on non-English FL writing, an underexamined area of L2 writing; secondly, it focuses on FL writing in a less-commonlytaught language, which is a particularly neglected area of the L2 writing literature; and finally, it focuses on instructional practices in L2 writing, an area also deserving further attention.

Using a genre-based writing method in the distance education classroom

“…The most beneficial aspects in this regard were the more structured, genre-compatible and complex writing exercises during the joint construction phase of the lessons, and the feedback given by the instructor during the reflection phase. These results were in line with the data obtained in the study of Argıt and Özer-Griffin (2015), Chen andSu (2012), Kuiper, et al (2017) and the possible outcomes suggested by Yiğitoğlu and Reichelt (2014). The third important development point was the order in the physical structure of the text.…”

“…In regard to this method's success, many studies show how this method significantly improves foreign language writing skills (Carstens, 2009;Chen & Su, 2012;Correa & Echeverri, 2017;Hyland, 2003;Hyland, 2004;Hyland, 2009;Hyon, 1996;Kuiper et al, 2017;Martin & Rose, 2007;Martin & Rose, 2008;Ramos, 2015;Rose, 2008;Rose, 2012;Troyan, 2016). Also, it has showed the same success in Turkish as a foreign language writing lessons, which is the main field of study of this research (Argıt & Özer-Griffin, 2015;Yiğitoğlu & Reichelt 2014).…”

“…Genre-based writing method has generally shown successful results in developing foreign language writing skills (Chen & Su, 2012;Correa & Echeverri, 2017;Kuiper, et al, 2017;Ramos, 2015;Troyan, 2016). It has been demonstrated by various studies that it is an effective method for improving writing skills in Turkish as a second language (Argıt & Özer-Griffin, 2015;Yiğitoğlu & Reichelt 2014). In this study, this method was implemented as an intervention in distance writing lessons.…”

“…Yabancı dilde yazma öğretiminde tür temelli yazma yönteminin uygulandığı birçok çalışma, bu yöntemin yazma becerilerini kayda değer ölçüde geliştirdiğini ortaya koymuştur (Carstens, 2009;Chen & Su, 2012;Correa & Echeverri, 2017;Hyland, 2003;Hyland, 2004;Hyland, 2009;Hyon, 1996;Kuiper et al, 2017;Martin & Rose, 2007;Martin & Rose, 2008;Ramos, 2015;Rose, 2008;Rose, 2012;Troyan, 2016). Aynı zamanda bu yöntemin, bu çalışmanın temel inceleme alanı olan yabancı dil olarak Türkçe öğretiminde de başarılı bir şekilde uygulanabileceği görülmektedir (Argıt & Özer-Griffin, 2015;Yiğitoğlu & Reichelt, 2014).…”

Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia

“…Other relevant studies have also been conducted both in ESL and EFL settings, for instance, Ahn (2012); Carstens (2009); Chen and Su (2012); Emilia (2005); Firkins et al (2007); Hyon (2001); Kongpetch (2006); Macken-Horarik (2002); Myskow and Gordon (2009); Paltridge (2004); Pujianto et al (2014); Rothery (1996); Trong (2011); Ueasiriphan and Tangkiengsirisin (2019); Xu (2005) and Yigitoglu and Reichelt (2014). Yet, the existing research was restricted to support the teaching of one language skill only, namely writing.…”