Evaluating the Effectiveness of Genre-Based Instruction: A Writing Course of English for Hospitality and Tourism
Title
Evaluating the Effectiveness of Genre-Based Instruction: A Writing Course of English for Hospitality and Tourism
Evaluating the Effectiveness of Genre-Based Instruction: A Writing Course of English for Hospitality and Tourism
Keywords: genre analysis, evaluating genre-based writing instructions, keyword analysis, students’ perceptions and attitudes
Authors
Wen-hsien Yang
National Kaohsiung University of Hospitality and Tourism, Taiwan
yangwenhsien@mail.nkuht.edu.tw
Wen-hsien Yang
National Kaohsiung University of Hospitality and Tourism, Taiwan
yangwenhsien@mail.nkuht.edu.tw
Bio Data
Dr. Wen-hsien Yang is currently Assistant Professor in the Department of Applied English at National Kaohsiung University of Hospitality & Tourism, Taiwan. He obtained his doctorate from the University of Exeter, U.K. His research interests include genre analysis, ESP writing and intercultural rhetoric analysis.
Abstract
This study investigates 24 ESP learners’ progress in composing three different promotional brochures in an 18-week genre-based writing course. Each student’s work was revised three times and subsequently evaluated by non-Chinese speakers based on the authenticity of the design and the motivation of visiting the venue. Follow-up interviews were also conducted to probe learners’ perceptions of the instruction. The results confirmed that conscious instruction in the use of genre-appropriate words, sentence structures and moves was felt to be effective. However, more keywords were generated when the students revised their texts. Although the findings appear to be contradictory to some degree, nonetheless this study may be helpful to ESP teachers who would like to conduct genre-based writing instruction in other disciplines.
This study investigates 24 ESP learners’ progress in composing three different promotional brochures in an 18-week genre-based writing course. Each student’s work was revised three times and subsequently evaluated by non-Chinese speakers based on the authenticity of the design and the motivation of visiting the venue. Follow-up interviews were also conducted to probe learners’ perceptions of the instruction. The results confirmed that conscious instruction in the use of genre-appropriate words, sentence structures and moves was felt to be effective. However, more keywords were generated when the students revised their texts. Although the findings appear to be contradictory to some degree, nonetheless this study may be helpful to ESP teachers who would like to conduct genre-based writing instruction in other disciplines.
[private]
See page: 174-193
[/private]
Category: Main Editions, Volume 14 Issue 4
