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Anderson, Katherine (2017) Awareness or Acquisition? Optimizing Genre-Based Writing Instruction for Post-Secondary L2 Writers. [Dissertation (University of Nottingham only)]

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Abstract

As English-medium universities grow increasingly multilingual, literacies support for

domestic students and English language support for L2 writers become more and

more enmeshed. Genre-based pedagogy is a common, and appropriate, approach to

meeting these writers’ needs. However, little empirical research has been conducted

on the effectiveness of genre-based writing instruction in post-secondary classrooms

serving non-native English speakers. A survey of 20 studies on undergraduate and

postgraduate L2 writers establishes that rhetorical awareness-raising, explicit

instruction, and task play recurring and contested roles in determining learner

outcomes. Although these topics align with key theoretical issues in second language

acquisition, analysis suggests that developing expertise in understanding and

handling genres may not happen in the same way as learning a language. Genrebased

teaching methods may thus need to take additional care to make sure that the

language learning needs of L2 writers are not overlooked. Three sets of learning

materials demonstrate the author’s way of integrating these insights into traditional

genre-based teaching approaches.

Item Type:	Dissertation (University of Nottingham only)
Depositing User:	Gigg, Diane
Date Deposited:	08 Nov 2017 16:36
Last Modified:	11 Nov 2017 01:46
URI:	https://eprints.nottingham.ac.uk/id/eprint/48010

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