Loading...
Please wait, while we are loading the content...
Similar Documents
A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Emilia, Emi |
| Copyright Year | 2005 |
| Abstract | This thesis reports on the effectiveness of using a critical genre-based approach (GBA) in teaching academic English writing to student teachers who were learning English as a foreign language in a state university, West Java, Indonesia. The model of the GBA (as adapted from Rothery, 1996 and others relevant to the study) was distinctive in that it sought to synthesise principles from other theories, to do with critical thinking (e.g. Paul, 1992, 1993), critical pedagogy (e.g. Freire, 1971, 1993, 1997) and critical literacy (e.g. Wallace, 1992a, b, 2001). The approach was also distinctive in that it sought to use a genre-based pedagogy with a community of English as a foreign language (EFL) students, whereas hitherto most uses of this pedagogy have been with native speakers or English as a second language (ESL) students. The study employed a qualitative research design, embracing characteristics of a case study and to some extent a program evaluation. The data were obtained from several sources, including a questionnaire prior to an 11 week teaching program; classroom observations by the researcher and her colleague, collection of samples of students’ texts in various stages of the teaching program, which were then analysed using systemic functional grammar (SFG) as developed by Halliday (1985b, 1994a); Halliday and Mathiessen (2004); students’ journals written after each teaching session; and two stages of interviews with the student participants, immediately after the program and eight months after the program. The findings revealed that despite some limitations, the teaching program was successful in many ways in the Indonesian EFL tertiary teaching context. Most significantly, the students’ argumentative writing skills in English improved in that they achieved enhanced control of the target argumentative genre, at greater length, with clear schematic structure and improved use of evidence and information in support of their arguments, using various linguistic resources, which also indicates their development in critical thinking and critical literacy. Moreover, data from classroom observations, students’ journals and interviews showed that the students were aware of having made progress in terms of metalanguage for discussing critical reading and writing; a good grasp of those critical thinking dispositions, |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://minerva-access.unimelb.edu.au/bitstream/handle/11343/39548/81416_1234.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
