Main Points:
In the reading of “The Future of Gene in L2 Writing”, the author emphasized four fundamental instructional topics: naming, awareness/acquisition, pedagogical focus and ideology, which has deep influence on Genre-based Writing Instruction in L2 writing. And the three major genres (camps, their theories and related instructional practices) are presented to analyze the problem. In the end, he took his own issues relating to teaching of genres in L2 classes into consideration such as corpus studies and qualitative studies of graduate student. In addition, the teaching in the future should begin with texts and their structures using some suggestions in a genre-based approach.
In my opinion, “Genre-based Tasks in Foreign Language Writing” is a combination of genre and task. According to analyzing carefully novice foreign language writers, we can get the information about their changes and progress through some qualitative and quantitative ways (survey, interview and the emails written at the beginning and the end of the semester), which will help us to investigate their genre awareness, linguistics knowledge, and writing competence in a genre-based writing course and then create the communities between writing and language development.
Due to the analysis of the application letter, “A Focus on Purpose” is aim to make learners know the complexity between written texts and the social contexts in their studying. What’s more, we should learn to use the rhetorical patterns and languages and other dynamic ways in genre approach to achieve some specific social purpose.
In teaching, people use the term ‘genres’ to describe some kinds of written texts that have recognizable patterns, syntax, techniques, and conventions. One of the fundamental parts of being writers, I think, is to know your purpose for writing. It is not only for yourself, but you should know the relevance of many things.
Genre-based pedagogy is a very good and suitable approach in L2 writing. It makes the conception clear that what is to be learnt and assessed. Then genre theory and research give teacher educators a more central role in preparing individuals to teach L2 writing. In detail, for teachers, genre-based pedagogies offer a valuable resource to help them assist their students’ abilities effectively and give them some ways to analyze texts, to reflect on the working of language. Also it enables students to write in their target texts and participate actively in L2 writing. However, the combination of theory and practice is still the core point. The task genre-based is in foreign language writing is to develop writers’ genre awareness, linguistic knowledge and writing competence. Thereby writers’ practices are very important side in L2 writing. It means we should not only pay attention to individual creativity but also meet students’ social, political, and cultural needs beyond the classroom. In the future, genre-based writing instruction will be developed and used widely, which offers teachers the most important teaching approach and gives students motivation to learn L2 writing, so that genre-based pedagogy is not a difficult thing.
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