TY - JOUR
T1 - Promoting discipline-specific genre competence with corpus-based genre analysis activities
AU - Dong, Jihua
AU - Lu, Xiaofei
N1 - Funding Information:
We would like to express our thanks to the editor and anonymous reviewers for their valuable comments on this paper. The work was supported by a grant from the National Social Science Foundation of China (No. 17CYY053) to the first author.
Funding Information:
We would like to express our thanks to the editor and anonymous reviewers for their valuable comments on this paper. The work was supported by a grant from the National Social Science Foundation of China (No. 17CYY053 ) to the first author.
Publisher Copyright:
© 2020 Elsevier Ltd
PY - 2020/4
Y1 - 2020/4
N2 - This study explored the potential of integrating corpus-based and genre-based approaches to teaching rhetorical structures in a discipline-specific English as a Foreign Language (EFL) academic writing course at a university in China. The instructor and students first collaboratively compiled a specialized corpus consisting of the introduction sections of engineering research articles (RAs), which was subsequently annotated for rhetorical moves. A series of guided corpus-based genre analysis activities were then used to help the students understand the rhetorical structures of engineering RA introductions and the linguistic features associated with different rhetorical moves. The effectiveness of this pedagogical approach was evaluated with data triangulation across pre- and post-instruction questionnaires, interviews, students' reflective journals, and student-produced writing samples. Results showed that the integrated approach helped enhance the students’ genre knowledge and improve their genre-based writing skills. This study thus contributes evidence of the feasibility and effectiveness of corpus-based genre pedagogy in discipline-specific EFL contexts.
AB - This study explored the potential of integrating corpus-based and genre-based approaches to teaching rhetorical structures in a discipline-specific English as a Foreign Language (EFL) academic writing course at a university in China. The instructor and students first collaboratively compiled a specialized corpus consisting of the introduction sections of engineering research articles (RAs), which was subsequently annotated for rhetorical moves. A series of guided corpus-based genre analysis activities were then used to help the students understand the rhetorical structures of engineering RA introductions and the linguistic features associated with different rhetorical moves. The effectiveness of this pedagogical approach was evaluated with data triangulation across pre- and post-instruction questionnaires, interviews, students' reflective journals, and student-produced writing samples. Results showed that the integrated approach helped enhance the students’ genre knowledge and improve their genre-based writing skills. This study thus contributes evidence of the feasibility and effectiveness of corpus-based genre pedagogy in discipline-specific EFL contexts.
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U2 - 10.1016/j.esp.2020.01.005
DO - 10.1016/j.esp.2020.01.005
M3 - Article
AN - SCOPUS:85080957547
VL - 58
SP - 138
EP - 154
JO - English for Specific Purposes
JF - English for Specific Purposes
SN - 0889-4906
ER -