A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students
A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students
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DOI：
10.55593/ej.26103a13
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发表时间：
2022-11
期刊：
影响因子：
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通讯作者：
Akiko Nagao
中科院分区：
文献类型：
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作者：
Akiko Nagao
本研究以日本大学生为研究对象，在为期15周、分为三个单元的课程中，探讨了在描述性报告写作中采用体裁法（GBA）对语篇结构、概念意义、人际意义和语篇意义理解的影响。在系统功能语言学（SFL）框架下，GBA允许对23名英语水平低/高、第二语言写作经验有限/丰富的大学一年级学生的论文进行微观和宏观分析。定量分析收集了所有学生在三个时间点使用SFL标题的文章的总体印象分数。定性研究采用子句结构注释的方法，从概念、人际和语篇三个元功能角度对英语学习者的描述性体裁文章的子句功能部分进行识别和分析。较低水平和初学英语的学生对文章主题的内容、事件和背景信息（概念性）以及读者和作者之间的社会和权力关系（人际性）的理解有所提高。相比之下，高水平和有经验的学生对文章的结构和连贯性有更好的理解。本研究在理解代词和助动词的使用方面是有限的，这应该在未来的研究中加以解决。
This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a systemic functional linguistics (SFL) framework, the GBA allowed micro- and macro-analyses of essays from 23 first-year university students with low/high proficiency in English and limited/extensive second-language writing experience. Quantitative analysis collected general impression scores from all students’ essays at three time points using the SFL rubric. Qualitative investigation applied clause structure annotations to identify and analyse the functional parts of the clause from three metafunctional perspectives—ideational, interpersonal and textual—on descriptive genre essays by EFL learners. Lower-proficiency and novice EFL students demonstrated an improved understanding of the content, events and background information of the essay topics (ideational), and the social and power relationships between readers and writers (interpersonal). By comparison, high-proficiency and experienced students demonstrated a better understanding of the structure and coherence of the essay. This study was limited in developing an understanding of the use of pronouns and auxiliary verbs, which should be addressed in future studies.