Download - Genre based instruction
GENRE BASED INSTRUCTION (GBI)
Introduction
Genre-based Approach (GBA), where teaching
and learning focuses on understanding and
production of selected genres of texts, have been
identified by Rodgers in Fauziati (2001) as a major
trend in English language teaching (ELT) in the
new millennium.
INTRODUCTION
According to Swales (1990) and Bhatia (1993),
basically, GBA is teaching language based on
results of genre analysis, the study of how
language is used within a particular setting and is
concerned with the form of language use in relation
to meaning.
INTRODUCTION
Teaching and learning around texts or genres has
become increasingly influential in mainstream ELT
in a number of situations, including “primary,
secondary, tertiary, professional and community
teaching contexts” involving “native speakers of
English as well as ESL and EFL learners”, and “in
countries as diverse as Singapore, South Africa,
USA, Italy, Hong Kong, Australia, UK, China,
Canada, Sweden, and Thailand” (Derewianka,
2003).
AN OVERVIEW OF GENRE-BASED
INSTRUCTION
Johns (2002)
• Genre as a means for analyzing text has become a means for better pragmatic and linguistic understanding of texts
Hyland (2004)
• Genre in classroom practice recognizes that the features of similar group of text depend on the social context in which the text is created and used.
Van Dijk(1997 )
• Genre is called as a group of the texts that share specific discourse feature.
LINGUISTIC PRINCIPLES
Hyland (2003)
• GBI has varied theoretical bases in linguistics, such as Rhetorical Structure Theory in North America (Mann & Thompson, 1988) and Generic Structure Potential theory in Australia (Halliday & Hasan, 1989), in fields such as genre analysis.
Henry & Roseberry (1998)
• Genre analysis also examines the lexico-grammatical features of genres to identify the linguistic features chosen by users to realize the communicative purpose, and to explain these choises in terms of social and psychological contexts.
LEARNING PRINCIPLES
Vygotsky (1978)
The learning principles which underlie GBI come from the socio-psychological learning theories
One conception states that ZPD is the zones between what Vygotsky calls ‘actual’ development (what the learner can do independently) and ‘potential’ development
(what the learner can do in the future, with the help of others now).
LEARNING PRINCIPLES
• Develops the concept of scaffolding, that is, a process through which a teacher or more competent peer gives aid to the students in their ZPD as necessary, and reduces this aid as it becomes unnecessary.
Bruner (1986)
• “Scaffolding is the way the adult guides the child’s learning via focused questions and positive interactions”.
Balaban(1995)
PEDAGOGICAL APPLICATION
Vygotsky’s ideas of learning have been
operationalized in genre-based ELT through the
notion of the Curriculum Cycle by systemic-
functional linguists such as Derewianka (1990) and
Butt et. al. (2001).
CLASSROOM IMPLEMENTATION
GBI is materialized in the two learning cycles andfour in which joint consturction and scaffolding talkplay important roles.
The Cycles in Classroom Implementation of GBIare:
1. Building Knowledge of the field or ContextExploration.
2. Modeling of Text or Text Exploration based onModel Texts.
3. Joint Construction of Text.
4. Independent Construction of Text or IndividualApplication.
THE CYCLES OF GBI
• Modeling of Text or Text Exploration based on Model Texts
• Joint Construction of Text
• Building Knowledge of the field or Context Exploration
• Independent Construction of Text or Individual Application
IC BKF
MTJCT
GENRE-BASED INSTRUCTION IN INDONESIA (THE
2004 ENGLISH CURRICULUM)
The 2004 English curriculum is designed based on
the government regulation stating that the language
education (including English) is meant to develop
reading and writing culture, and that the
competence for language subjects should
emphasize the ability to read and write, suitable for
the levels of education.
Celce-Murcia et. al. (1995)
SAMPLE OF GENRE-BASED
Narrative
A narrative is a text that tells a story. The story can be imaginary or based on a real incident.
Communicative Purpose
To entertain the reader
Examples of narrative texts
Short stories, folk tales, legends, fables, myths
The organization of a narrative text
Orientation
Present the settings of our story and introduces the characters.
Complications
The story continues here. Usually, there will be an event or a sequence of events that lead the characters into a complication (some form of conflict that disrupt the normal event). Tension starts to build up to a climax, and this draw anticipation in the readers.
Resolution
The problem starts to get resolved. Sometimes the story ends happily or viceversa, and at other times the resolution (i.e. the ending of the story) is left for the readers to decide.