| Description |
1 online resource (xi, 204 pages) : illustrations (some color) |
| Contents |
Foreword; Acknowledgements; Contents; Chapter 1: Introduction; 1.1 Research Background; 1.2 Research Objectives; 1.3 The Structure of the Book; 1.4 Summary; Chapter 2: Theoretical Framework; 2.1 Genre Theory; 2.1.1 The Notion of Genre; 2.1.2 The Concept of Genre Awareness; 2.1.3 Definition of Generic Competence; 2.1.4 Genre Analysis; 2.1.5 Genre-Based Approach; 2.2 Process Genre Approach; 2.3 Input Theory and Output Theory; 2.4 Sociocultural Theory; 2.5 Summary; Chapter 3: Fostering Chinese EFL Learners' Genre Awareness: A Genre-Based Approach; 3.1 Setting; 3.2 Research Questions |
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3.3 Participants3.4 Data Collection and Analysis; 3.4.1 Pre- and Post-research Questionnaires; 3.4.2 Multifaceted Writing Portfolios; 3.4.3 In-Depth Interviews; 3.4.4 Data Analysis; 3.5 Findings and Discussion; 3.5.1 The Extent of Chinese EFL Learners' Genre Awareness Before and After the Implementation of Genre-Based Approach; 3.5.1.1 The Extent of Chinese EFL Learners' Genre Awareness Before the Implementation of Genre-Based Approach; 3.5.1.2 The Extent of Chinese EFL Learners' Genre Awareness After the Implementation of Genre-Based Approach |
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3.5.2 Ways to Foster Chinese EFL Learners' Genre Awareness3.5.3 Effect of Genre Awareness on Chinese EFL Learners' Generic Competence Development; 3.6 Summary; Chapter 4: Developing EFL Learners' Generic Competence in Reading and Writing: A Process Genre Approach; 4.1 Setting; 4.2 Research Questions; 4.3 Participants; 4.4 Data Collection and Analysis; 4.4.1 Pretest and Posttest of Reading and Writing; 4.4.2 Questionnaires; 4.4.3 Multifaceted Writing Portfolios; 4.4.4 In-Depth Interviews and Case Study; 4.4.5 Data Analysis; 4.5 Findings and Discussion |
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4.5.1 Learners' Perceptions of and Attitudes Towards Reading and Writing4.5.2 Enhancement of Learners' Generic Competence in Reading and Writing; 4.5.2.1 Increase in Learners' Genre Knowledge; 4.5.2.2 Enhancement of Learners' Reading and Writing Performance; 4.5.3 Learners' Perceptions of the Process Genre Approach; 4.5.4 Learners' Major Characteristics in Developing Generic Competence; 4.5.4.1 A Stronger Sense of Genre; 4.5.4.2 Expanded Horizon Beyond Reading and Writing; 4.6 Summary; Chapter 5: Developing EFL Learners' Generic Competence in Professional Translation: A Genre-Based Approach |
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5.1 Setting5.1.1 Theoretical Background; 5.1.2 Current Professional Translation Teaching: Problems and Solutions; 5.2 Research Questions; 5.3 Participants; 5.4 The Implementation of Genre-Based Teaching Model in Professional Translation; 5.4.1 Input Stage; 5.4.2 Output Stage; 5.4.3 Evaluation Stage; 5.5 Data Collection and Analysis; 5.5.1 Pretest and Posttest in Professional Translation; 5.5.2 Pre- and Post-research Questionnaires; 5.5.3 Student Assignment Samples; 5.5.4 In-Depth Interviews; 5.5.5 Data Analysis; 5.6 Findings and Discussion |
| Summary |
This work investigates the development of English as a Foreign Language (EFL) learners' generic competence in reading, writing and translation within the particular Chinese classroom context. It provides a new perspective for the current teaching and research in reading, writing, translation within the EFL contexts and offers an insightful framework for pedagogical applications in language learning and teaching. Its findings will be extremely valuable not only in local situations, but also more generally in a wider regional and global context as well. The book employs a series of research tools, including pre-research and post-research questionnaires, pre-test and post-test of reading/writing/translation, multi-faceted writing portfolios (including reflection reports), textual analysis and in-depth interviews. It involves 209 participants from a primary university in Wuhan, among whom 171 are undergraduates and 38 are postgraduates. And it draws on the analysis of such varied multi-sourced data both qualitatively and quantitatively. Genre-based teaching is playing a critical role in initiating EFL learners into the discourse community of the target language. Developing EFL learners' generic competence is viewed as the ultimate goal in the process of teaching and learning. This monograph effectively demonstrates that like genre-based English for Specific Purposes (ESP) pedagogies, it is also possible to take advantage of already acquired genre knowledge for use in EFL learning contexts. It offers an impressive view of the direction in which genre-based applications are likely to take in the coming years |
| Bibliography |
Includes bibliographical references and index |
| Notes |
English |
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Online resource; title from PDF title page (SpringerLink, viewed June 5, 2014) |
| Subject |
English language -- Study and teaching -- Foreign speakers.
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FOREIGN LANGUAGE STUDY -- Multi-Language Phrasebooks.
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LANGUAGE ARTS & DISCIPLINES -- Alphabets & Writing Systems.
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LANGUAGE ARTS & DISCIPLINES -- Grammar & Punctuation.
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LANGUAGE ARTS & DISCIPLINES -- Linguistics -- General.
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LANGUAGE ARTS & DISCIPLINES -- Readers.
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LANGUAGE ARTS & DISCIPLINES -- Spelling.
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English language -- Study and teaching -- Foreign speakers
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| Form |
Electronic book
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| Author |
Chen, Qiujin, author
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Zhang, Yanyan, author
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| ISBN |
9783642548451 |
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3642548458 |
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364254844X |
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9783642548444 |
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