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E-grāmata: Developing Chinese EFL Learners' Generic Competence: A Genre-based & Process Genre Approach

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  • Formāts: PDF+DRM
  • Izdošanas datums: 28-May-2014
  • Izdevniecība: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Valoda: eng
  • ISBN-13: 9783642548451
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Developing Chinese EFL Learners' Generic Competence: A Genre-based & Process Genre ApproachPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 28-May-2014
  • Izdevniecība: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Valoda: eng
  • ISBN-13: 9783642548451
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This work investigates the development of English as a Foreign Language (EFL) learners’ generic competence in reading, writing and translation within the particular Chinese classroom context. It provides a new perspective for the current teaching and research in reading, writing, translation within the EFL contexts and offers an insightful framework for pedagogical applications in language learning and teaching. Its findings will be extremely valuable not only in local situations, but also more generally in a wider regional and global context as well.

The book employs a series of research tools, including pre-research and post-research questionnaires, pre-test and post-test of reading/writing/translation, multi-faceted writing portfolios (including reflection reports), textual analysis and in-depth interviews. It involves 209 participants from a primary university in Wuhan, among whom 171 are undergraduates and 38 are postgraduates. ?And it draws on the analysis of such varied multi-sourced data both qualitatively and quantitatively.

Genre-based teaching is playing a critical role in initiating EFL learners into the discourse community of the target language. Developing EFL learners’ generic competence is viewed as the ultimate goal in the process of teaching and learning. This monograph effectively demonstrates that like genre-based English for Specific Purposes (ESP) pedagogies, it is also possible to take advantage of already acquired genre knowledge for use in EFL learning contexts. It offers an impressive view of the direction in which genre-based applications are likely to take in the coming years.

1 Introduction 1(2)
1.1 Research Background
1(1)
1.2 Research Objectives
2(1)
1.3 The Structure of the Book
2(1)
1.4 Summary
2(1)
2 Theoretical Framework 3(14)
2.1 Genre Theory
3(7)
2.1.1 The Notion of Genre
3(2)
2.1.2 The Concept of Genre Awareness
5(1)
2.1.3 Definition of Generic Competence
6(1)
2.1.4 Genre Analysis
6(2)
2.1.5 Genre-Based Approach
8(2)
2.2 Process Genre Approach
10(1)
2.3 Input Theory and Output Theory
10(3)
2.4 Sociocultural Theory
13(3)
2.5 Summary
16(1)
3 Fostering Chinese EFL Learners' Genre Awareness: A Genre-Based Approach 17(14)
3.1 Setting
17(1)
3.2 Research Questions
18(1)
3.3 Participants
18(1)
3.4 Data Collection and Analysis
18(2)
3.4.1 Pre- and Post-research Questionnaires
18(1)
3.4.2 Multifaceted Writing Portfolios
19(1)
3.4.3 In-Depth Interviews
19(1)
3.4.4 Data Analysis
20(1)
3.5 Findings and Discussion
20(9)
3.5.1 The Extent of Chinese EFL Learners' Genre Awareness Before and After the Implementation of Genre-Based Approach
20(5)
3.5.2 Ways to Foster Chinese EFL Learners' Genre Awareness
25(2)
3.5.3 Effect of Genre Awareness on Chinese EFL Learners' Generic Competence Development
27(2)
3.6 Summary
29(2)
4 Developing EFL Learners' Generic Competence in Reading and Writing: A Process Genre Approach 31(20)
4.1 Setting
31(1)
4.2 Research Questions
32(1)
4.3 Participants
32(1)
4.4 Data Collection and Analysis
33(3)
4.4.1 Pretest and Posttest of Reading and Writing
33(1)
4.4.2 Questionnaires
33(1)
4.4.3 Multifaceted Writing Portfolios
34(1)
4.4.4 In-Depth Interviews and Case Study
34(1)
4.4.5 Data Analysis
35(1)
4.5 Findings and Discussion
36(14)
4.5.1 Learners' Perceptions of and Attitudes Towards Reading and Writing
36(4)
4.5.2 Enhancement of Learners' Generic Competence in Reading and Writing
40(6)
4.5.3 Learners' Perceptions of the Process Genre Approach
46(1)
4.5.4 Learners' Major Characteristics in Developing Generic Competence
47(3)
4.6 Summary
50(1)
5 Developing EFL Learners' Generic Competence in Professional Translation: A Genre-Based Approach 51(52)
5.1 Setting
51(4)
5.1.1 Theoretical Background
51(2)
5.1.2 Current Professional Translation Teaching: Problems and Solutions
53(2)
5.2 Research Questions
55(1)
5.3 Participants
55(1)
5.4 The Implementation of Genre-Based Teaching Model in Professional Translation
56(12)
5.4.1 Input Stage
57(2)
5.4.2 Output Stage
59(2)
5.4.3 Evaluation Stage
61(7)
5.5 Data Collection and Analysis
68(3)
5.5.1 Pretest and Posttest in Professional Translation
68(1)
5.5.2 Pre- and Post-research Questionnaires
69(1)
5.5.3 Student Assignment Samples
70(1)
5.5.4 In-Depth Interviews
71(1)
5.5.5 Data Analysis
71(1)
5.6 Findings and Discussion
71(29)
5.6.1 Enhancement of Learners' Generic Competence in Professional Translation
71(13)
5.6.2 Enhancement of Learners' Translation Competence
84(12)
5.6.3 Learners' Perceptions of the Genre-Based Approach
96(4)
5.7 Summary
100(3)
6 Conclusion and Implications 103(4)
6.1 Summary of the Major Findings
103(1)
6.2 Pedagogical Implications of the Study
104(1)
6.3 Directions for Future Research
105(2)
6.4 Summary 106 Appendices
107(1)
Appendix 1: Pre-research Questionnaire (1) 107(3)
Appendix 2: Post-research Questionnaire (1) 110(5)
Appendix 3: Original Sample of the Multifaceted Writing Portfolio 115(60)
Appendix 4: In-Depth Interview Guide for Genre Awareness 175(1)
Appendix 5: Pre- and Posttest of Reading 175(4)
Appendix 6: Pre- and Posttest of Writing 179(1)
Appendix 7: Scoring Scales for Pre- and Posttest of Writing 180(1)
Appendix 8: Pre-research Questionnaire (2) 181(3)
Appendix 9: Post-research Questionnaire (2) 184(3)
Appendix 10: In-Depth Interview Guide for Generic Reading and Writing Competence 187(1)
Appendix 11: Pretest and Posttest of Pragmatic Translation 188(1)
Appendix 12: Pretest and Posttest of Legal Translation 189(2)
Appendix 13: Pre- and Post-research Questionnaires 191(3)
Appendix 14: In-Depth Interview Guide for Translation 194(1)
References 195(6)
Index 201
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