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A Comparison between two Approaches to Genre Instruction: English for Specific Purposes and the New Rhetoric

Name: A Comparison between two Approaches to Genre Instruction: English for Specific Purposes and the New Rhetoric
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M.A. Thesis in Teaching English Language

A Comparison between two Approaches to Genre Instruction: English for Specific Purposes and the New Rhetoric

abstract

With a post-process conception of writing and writing instruction, this study was conducted to explore any changes in the textual, rhetorical and discursive aspects of the EFL learners’ writing competence, as a result of the instruction they received in the two orientations of genre-based writing pedagogy, namely the ESP and the New rhetoric principles. Forty BA students of English Language and Literature participated in the study in two groups of twenty in an advanced essay-writing course. The study was designed in the form of two single group experiments, each involving instruction in three genres of academic writing, descriptive argumentative essay and the genre of literary criticism. The data in the study included the essays students wrote in each genre, both prior to and after the instruction. For the first two genres, tasks were provided from the academic test of IELTS and for the third genre, learners wrote critical essays on the short stories they had studied before. Vocabprofiler and Coh-Metrix Text Easability Assessor software programs and Dipardo et al.’s (2011) rubrics for voice evaluation were used to assess the three components of writing competence. Wilcoxon Signed Rank Test and Mann-Whitney U test were run for the inter-group and intra-group comparative purposes of this study, respectively.

Based on the results obtained, ESP genre instruction was found effective most basically in promoting the superficial elements in textual and rhetorical aspects of the students’ competence in writing, realized in terms of the syntactic and lexical features of their texts. Moreover, the moves and steps approach to genre instruction suggested successful results in teaching the learners how to organize information in the genre. However, when it came to the more constructive and abstract features of writing, such as the elements of readability, co-referentiality, coherence and writerly stance, ESP genre instruction did not quite as successful. As a result, the method was found most beneficial to the learners of lower proficiency in writing. On the contrary, the New Rhetoric principle, which has a more productive view of genre, defining it in terms of the social functions it is to perform, was found more beneficial for the advanced writers of English. The principle proved successful in acculturating the learners in the target genre as giving them an understanding of the values and expectations of the academic discourse community, thereby allowing them to enter and become a member of the academy. Based on the findings, this study went further to offer a number of implications for writing instruction and assessment and questions for further research.

دسته: زبان شناسی, علوم انسانی برچسب: A Comparison between two Approaches to Genre Instruction: English for Specific Purposes and the New Rhetoric

توضیحات

CHAPTER ONE: INTRODUCTION………………………………………………1

1.0. Introduction………………………………………………………………1

1.1. Approaches to Writing Instruction……………………………………….2

1.1.1. Product-oriented Approach…………………………………….2

1.1.1.1. Classroom Applications………………………………2

1.1.1.2. Sociocultural Critique ………………………………..3

1.1.2. Process Approach………………………………………………4

1.1.2.1. Theoretical Underpinnings…………………………..4

1.1.2.2. Innovative Principles…………………………………5

1.1.2.3. Criticism of Theoretical Underpinnings……………..7

1.1.2.4. Sociocultural Critique………………………………..7

1.1.2.4.1. Voice……………………………………….7

1.1.2.4.2. Critical Thinking…………………………..9

1.1.3. Academic Writing in Post-process Era……………………….12

1.1.3.1. Genre Approach to Writing Instruction…………….14

1.1.3.1.1. Linguistic Approaches to Genre…………..14

1.1.3.1.1.1. Systemic Functional Linguistic…15

1.1.3.1.1.2. English for Specific Purposes……15

1.1.3.1.1.2.1. Experimental Studies on

ESP Genre-based Writing Instruction..16

1.1.3.1.2. Rhetorical Approach to Writing

Instruction…………………………………18

1.2. Statement of the Problem………………………………………………..20

1.3. Significance of the Study………………………………………………..21

1.4. Objective of the Study…………………………………………………..21

1.5. Research Questions……………………………………………………..22

Chapter Two: Review of the Related Literature……………25

2.0. Introduction……………………………………………………………..25

2.1. Theories of Writing Instruction…………………………………………25

2.1.1. Current Traditional Approach…………………………………26

2.1.1.1. Critiques of the Current Traditional Approach………27

2.1.2. Cognitive Approach……………………………………………30

2.1.2.1. Ideology Construction of the Process Movement……32

2.1.2.1.1. Cognitive Rhetoric………………………..32

2.1.2.1.2. Expressionism……………………………..34

2.1.3. Writing Instruction in Post-Process Era………………………36

2.1.3.1. Philosophical Foundations…………………………..36

2.1.3.2. Theoretical Principles……………………………….38

2.1.3.3. Elements of Composition in Post-Process Era………40

2.2. Approaches to Genre and Genre Pedagogy……………………………..43

2.2.1. Text-based Approaches to Genre……………………………..44

2.2.1.1. The Sydney School………………………………….44

2.2.1.2. English for Specific Purposes School……………….45

2.2.1.3. Experimental Studies on Text-based

Genre Pedagogy……………………………………..46

2.2.2. Situation-Oriented Genre Approach…………………………..49

CHAPTER THREE: METHOD…………………………………………………..53

3.0. Introduction……………………………………………………………..53

3.1. Participants………………………………………………………………53

3.2. Research Design…………………………………………………………54

3.2.1. Dependant Variables………………………………………….54

3.2.1.1. Textual Competence…………………………………54

3.2.1.2. Rhetorical Competence……………………………..56

3.2.1.3. Discourse Competence……………………………..58

3.3. Materials and Instruments………………………………………………59

3.3.1. Essays…………………………………………………………59

3.3.2. Sample Texts………………………………………………….60

3.3.3. Software Programs……………………………………………60

3.3.3.1. Coh-Matrix………………………………………….60

3.3.3.2. VocabProfileEnglish…………………………………62

3.3.4. Writing Assessment Scheme………………………………….62

3.4. Data Collection Procedure………………………………………………62

3.4.1. The ESP Group………………………………………………..62

3.4.1.1. Phase 1………………………………………………62

3.4.1.1.1. Baseline……………………………………62

3.4.1.1.2. Treatment…………………………………63

3.4.1.2. Phase 2:……………………………………………..65

3.4.1.2.1. Baseline……………………………………65

3.4.2.1.2. Treatment………………………………….66

3.4.1.3. Phase 3………………………………………………66

3.4.1.3.1. Baseline……………………………………66

3.4.1.3.2. Treatment………………………………….66

3.4.2. The New Rhetoric Group……………………………………..67

3.4.2.1. Phase 1………………………………………………67

3.4.2.1.1. Baseline……………………………………67

3.4.2.1.2. Treatment………………………………….67

3.4.2.2. Phase 2………………………………………………68

3.4.2.2.1. Baseline……………………………………68

3.4.2.2.2. Treatment………………………………….70

3.4.2.3. Phase 3………………………………………………70

3.4.2.3.1. Baseline……………………………………70

3.4.2.3.2. Treatment………………………………….70

3.5. Data Analysis……………………………………………………………71

CHAPTER FOUR: RESULTS AND DISCUSSION…………………………….72

4.0. Introduction……………………………………………………………..72

4.1. The Effect of Genre-based Writing Instruction on

EFL Students’ Writing Competence……………………………………72

4.1.1. State of the Learners’ Writing Competence in the First Baseline

Phase…………………………………………………………………72

4.1.1.1. Low-Achievers………………………………………73

4.1.1.2. Intermediate Writers…………………………………75

4.1.1.3. High-Achievers………………………………………76

4.1.2. The Effect of ESP Genre-based Pedagogy on Textual and Rhetorical Competence……………………………………………..80

4.1.2.1. Low-Achievers……………………………………..80

4.1.2.2. Intermediate Writers…………………………………83

4.1.2.3. High-Achievers………………………………………86

4.1.3. The Effect of New Rhetoric Approach on the Students’ Textual and Rhetorical Competence………………………………………….89

4.1.3.1. State of the Learners’ Competence in the First Baseline

Phase…………………………………………………89

4.1.3.2. Post-Treatment State of the New Rhetoric Group’s

Textual and Rhetorical Competence…………………90

4.1.3.2.1. High-Achievers……………………………90

4.1.3.2.2. Intermediate Writers………………………92

4.1.3.2.3. Low-Achievers……………………………93

4.2. The Effect of Genre-based Pedagogy on Discourse Competence………94

4.2.1. Pre-treatment State of the Learners’ Discourse Competence

4.2.1.1. Low Achievers………………………………………94

4.2.1.2. Intermediate Writers………………………………..95

4.2.1.3. High-Achievers……………………………………..95

4.2.2. The Effect of ESP Genre Writing Instruction on EFL Students’

Discourse Competence………………………………………96

4.2.2.1. Low-Achiever………………………………………96

4.2.2.2. Intermediate Writers………………………………..97

4.2.2.3. High-Achievers……………………………………..98

4.2.3. The Effect of the New Rhetoric Genre-based Approach on EFL

Learners’ Discourse Competence…………………………..100

4.2.3.1. High-Achievers…………………………………….100

4.2.3.2. Intermediate Writers……………………………….100

4.2.3.3. Low-Achievers…………………………………….101

CHAPTER FIVE: CONCLUSION………………………………………………103

5.0. Introduction……………………………………………………………103

5.1. Summary of the Findings………………………………………………103

5.1.1. The Effect of the ESP on EFL

Students’ Writing Competence………………………………104

5.1.2. The Effect of the New Rhetoric Approach on EFL Students’

Writing Competence……………………………………….105

5.2. Conclusion of the Study……………………………………………….105

5.2.1. Research Question 1…………………………………………105

5.2.2. Research Question 2…………………………………………106

5.2.3. Research Question 3…………………………………………107

5.2.4. Research Question 4…………………………………………108

5.3. Implications of the Study………………………………………………109

5.4. Limitations of the Study……………………………………………….110

5.5. Questions for Further Research………………………………………..111

REFERENCES……………………………………………………………………112

LIST OF TABLES

Content Page

Table 3.1. Criteria to Assess Student Writings Rhetorically………………………..57

Table 3.2. Criteria to Assess Voice in Student Writings…………………………….58

Table 3.3. Elements of Structure of Argumentative Essays…………………………..63

Table 4.1. Low-Achievers’ Textual Competence……………………………………74

Table 4.2. Assessment of the Textual Aspect of the Students’ Writing Competence in

the Pre-treatment Phase…………………………………………………..79

Table 4.3. Assessment of the Rhetorical Aspect of the Students’ Writing Competence

In the Pre-treatment Phase……………………………………………….79

Table 4.4. ESP Low-Achievers’ Post-treatment State of Textual Competence……..82

Table 4.5. ESP Low-Achievers; Post-treatment State of Rhetorical

Competence………………………………………………………………83

Table 4.6. ESP Intermediate Writers’ Post-treatment State of Textual

Competence………………………………………………………………85

Table 4.7. ESP Intermediate Writers’ Post-treatment State of Rhetorical

Competence……………………………………………………………….86

Table 4.8. ESP High-Achievers’ Post-treatment State of Textual

Competence………………………………………………………………88

Table 4.9. ESP High-Achievers’ Post-treatment State of Rhetorical

Competence………………………………………………………………88

Table 4.10. Pre-treatment State of the New Rhetoric Group’s Textual and Rhetorical

Competence……………………………………………………………..89

Table 4.11. Post-treatment State of the New Rhetoric Group’s Textual and Rhetorical

Competence…………………………………………………………….91

Table 4.12. Assessment of the Discourse Aspect of the Students’ Writing

Competence in the Pre-treatment Phase………………………………..95

Table 4.13. ESP Low-Achievers’ Post-treatment State of Discourse

Competence……………………………………………………………..97

Table 4.14. ESP Intermediate Writers’ Post-treatment State of Discourse

Competence…………………………………………………………….97

Table 4.15. ESP High-Achieves’ Post-treatment State of Discourse

Competence……………………………………………………………..98

LIST OF FIGURES

Content Page

Figure 3.1: Guidelines for Analyzing Genres………………………………………..68

A Comparison between two Approaches to Genre Instruction: English for Specific Purposes and the New Rhetoric

تعداد132صفحه در فایل word

M.A. Thesis in Teaching English Language

A Comparison between two Approaches to Genre Instruction: English for Specific Purposes and the New Rhetoric

abstract

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION………………………………………………1

1.0. Introduction………………………………………………………………1

1.1. Approaches to Writing Instruction……………………………………….2

1.1.1. Product-oriented Approach…………………………………….2

1.1.1.1. Classroom Applications………………………………2

1.1.1.2. Sociocultural Critique ………………………………..3

1.1.2. Process Approach………………………………………………4

1.1.2.1. Theoretical Underpinnings…………………………..4

1.1.2.2. Innovative Principles…………………………………5

1.1.2.3. Criticism of Theoretical Underpinnings……………..7

1.1.2.4. Sociocultural Critique………………………………..7

1.1.2.4.1. Voice……………………………………….7

1.1.2.4.2. Critical Thinking…………………………..9

1.1.3. Academic Writing in Post-process Era……………………….12

1.1.3.1. Genre Approach to Writing Instruction…………….14

1.1.3.1.1. Linguistic Approaches to Genre…………..14

1.1.3.1.1.1. Systemic Functional Linguistic…15

1.1.3.1.1.2. English for Specific Purposes……15

1.1.3.1.1.2.1. Experimental Studies on

ESP Genre-based Writing Instruction..16

1.1.3.1.2. Rhetorical Approach to Writing

Instruction…………………………………18

1.2. Statement of the Problem………………………………………………..20

1.3. Significance of the Study………………………………………………..21

1.4. Objective of the Study…………………………………………………..21

1.5. Research Questions……………………………………………………..22

Chapter Two: Review of the Related Literature……………25

2.0. Introduction……………………………………………………………..25

2.1. Theories of Writing Instruction…………………………………………25

2.1.1. Current Traditional Approach…………………………………26

2.1.1.1. Critiques of the Current Traditional Approach………27

2.1.2. Cognitive Approach……………………………………………30

2.1.2.1. Ideology Construction of the Process Movement……32

2.1.2.1.1. Cognitive Rhetoric………………………..32

2.1.2.1.2. Expressionism……………………………..34

2.1.3. Writing Instruction in Post-Process Era………………………36

2.1.3.1. Philosophical Foundations…………………………..36

2.1.3.2. Theoretical Principles……………………………….38

2.1.3.3. Elements of Composition in Post-Process Era………40

2.2. Approaches to Genre and Genre Pedagogy……………………………..43

2.2.1. Text-based Approaches to Genre……………………………..44

2.2.1.1. The Sydney School………………………………….44

2.2.1.2. English for Specific Purposes School……………….45

2.2.1.3. Experimental Studies on Text-based

Genre Pedagogy……………………………………..46

2.2.2. Situation-Oriented Genre Approach…………………………..49

CHAPTER THREE: METHOD…………………………………………………..53

3.0. Introduction……………………………………………………………..53

3.1. Participants………………………………………………………………53

3.2. Research Design…………………………………………………………54

3.2.1. Dependant Variables………………………………………….54

3.2.1.1. Textual Competence…………………………………54

3.2.1.2. Rhetorical Competence……………………………..56

3.2.1.3. Discourse Competence……………………………..58

3.3. Materials and Instruments………………………………………………59

3.3.1. Essays…………………………………………………………59

3.3.2. Sample Texts………………………………………………….60

3.3.3. Software Programs……………………………………………60

3.3.3.1. Coh-Matrix………………………………………….60

3.3.3.2. VocabProfileEnglish…………………………………62

3.3.4. Writing Assessment Scheme………………………………….62

3.4. Data Collection Procedure………………………………………………62

3.4.1. The ESP Group………………………………………………..62

3.4.1.1. Phase 1………………………………………………62

3.4.1.1.1. Baseline……………………………………62

3.4.1.1.2. Treatment…………………………………63

3.4.1.2. Phase 2:……………………………………………..65

3.4.1.2.1. Baseline……………………………………65

3.4.2.1.2. Treatment………………………………….66

3.4.1.3. Phase 3………………………………………………66

3.4.1.3.1. Baseline……………………………………66

3.4.1.3.2. Treatment………………………………….66

3.4.2. The New Rhetoric Group……………………………………..67

3.4.2.1. Phase 1………………………………………………67