ERIC Number: EJ1228671
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2363-5169
EISSN: N/A
The SFL Genre-Based Approach to Writing in EFL Contexts
Asian-Pacific Journal of Second and Foreign Language Education, v4 Article 6 2019
This research investigates the changes in English as a Foreign Language (EFL) learners' psychological attributes in relation to awareness of the lexicogrammatical features and generic structures of a discussion genre essay. This was achieved by implementing a genre-based approach to text-based writing lessons during a 15-week course. The following lesson procedure was implemented: stage (1): modeling and deconstruction of a text, stage (2): writing of target texts, stage (3): genre analysis of peers' essays, and stage (4): writing of an analysis reflection. The results indicated specific improvements in genre-based writing, particularly among low-proficiency English learners. Results suggest that their understanding of "interpersonal meaning" such as modal verbs improved. Improvements in the use of modal auxiliaries were also noted, in that the word "should" did not appear in pre-writing texts; however, the frequency improved in post-writing texts, especially in the final paragraph, which comprised the writers' opinions and suggestions.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Literary Genres, Psychological Patterns, Metalinguistics, Grammar, Essays, Writing Instruction, Peer Evaluation, Writing (Composition), Language Proficiency, Writing Improvement, Verbs, Prewriting, Writing Processes, Teaching Methods
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A