Exploring the Dynamics of Second Language Writing: Genre and ESL/EFL composition instruction
Exploring the Dynamics of Second Language Writing: Genre and ESL/EFL composition instruction
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探索第二语言写作的动态：体裁和 ESL/EFL 作文教学
DOI：
10.1017/cbo9781139524810.014
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发表时间：
2003
期刊：
影响因子：
6
通讯作者：
A. Johns
中科院分区：
文献类型：
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作者：
A. Johns
在日常生活中，“genre”这个词在许多语境中被用于多种形式的表达。影评人将某些类型的电影称为“流派”；乐迷们把“摇滚”和“说唱”称为“流派”。在各种艺术形式中都有对流派的模仿，所有类型的艺术家都不遵守既定的通用规则。在世界各地的文学研究中，“体裁”也成为一个越来越流行的术语。在本章中，我将讨论“体裁”一词目前如何在作文研究中使用，以及体裁的各种理论如何影响课堂教学方法，特别是在英语作为第二语言/英语作为外语（ESL/EFL）环境中。“genre”这个词在我们的文化中有许多应用，它有各种各样的历史根源。在学术环境中，“体裁研究”传统上指的是对文学作品的分析，比如不同类型的诗歌、小说和文学散文。在这些分析中，分析了形式、风格、人物塑造、情节结构和其他区分特定类型的特征的惯例，以及单一类型中随时间变化的惯例。今天，许多文学系仍然围绕这个概念和它所暗示的一切来组织他们的课程。最近，“体裁”一词被应用语言学的各种理论家和实践者用来捕捉口头和书面话语的社会性质，特别是那些在系统功能语言学、特殊用途英语和北美新修辞学领域工作的人，他们从丰富的理论讨论中得到了借鉴（例如，巴赫金，1986；韩礼德，1985；米勒，1984；斯瓦莱斯，1990）。
In everyday life, the word “genre” is used for many forms of expression in many contexts. Movie critics refer to certain types of films as “genres”; music fans talk about “rock and roll” and “rap” as “genres.” There are parodies of genres in a variety of art forms, and there are artists of all types who defy the established generic rules. In literacy studies throughout the world, “genre” has also become an increasingly popular term. In this chapter, I discuss how the term “genre” is currently used in composition studies, and how the various theories of genre influence approaches to classroom teaching, particularly as applicable in English as a second language/English as a foreign language (ESL/EFL) contexts. History and definition of the term With its many applications within our cultures, “genre” has a variety of historical roots. In academic settings, “genre studies” has traditionally referred to analyses of works of literature, such as different types of poetry, novels, and literary essays. In these analyses, conventions of form, style, characterization, plot structure, and other features that distinguish a particular genre are analyzed, as are variations in conventions within a single genre across time. Today, many literature departments still organize their courses around this concept and all that it implies. Recently, the term “genre” has been used to capture the social nature of oral and written discourse by various theorists and practitioners from applied linguistics, especially those working in Systemic Functional Linguistics, English for Specific Purposes, and, in North America, the New Rhetoric, drawing from rich theoretical discussions (e.g., Bakhtin, 1986; Halliday, 1985; Miller, 1984; Swales, 1990).