Abstract
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.
| Original language | English |
|---|---|
| Article number | 6 |
| Number of pages | 18 |
| Journal | Asian-Pacific journal of second and foreign language education |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 14 May 2019 |
| Externally published | Yes |
Bibliographical note
Copyright the Author(s) 2019. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- English as a foreign/ second language (EFL/ ESL)
- English for speakers of other languages (ESOL)
- linguistics
- teacher and learner variables