Genre-based teaching and ESP course design

Brian Paltridge

The University of Sydney

What is a genre?What is a genre?

What is genre-based teaching?What is genre-based teaching?

Approach, design and procedureApproach, design and procedure

Genre as an organizing principle Genre as an organizing principle for language learning programsfor language learning programs

An example from an EAP An example from an EAP classroomclassroom

ConclusionsConclusions

What is a genre?What is a genre?

A staged, goal-oriented, purposeful A staged, goal-oriented, purposeful activity in which speakers engage as activity in which speakers engage as members of our culture Martin's members of our culture Martin's (1984: 25)(1984: 25)

Social because we participate in Social because we participate in genres with other people; goal-genres with other people; goal-oriented because we use genres to oriented because we use genres to get things done; staged because it get things done; staged because it usually takes us a few steps to usually takes us a few steps to reach our goals (Martin and Rose reach our goals (Martin and Rose 2003: 7)2003: 7)

What is genre-based teaching?What is genre-based teaching?

Approach, design and procedureApproach, design and procedure

ApproachApproach

the theory of language and the theory of language and language learning which underlies language learning which underlies the particular methodology. the particular methodology.

DesignDesign

the objectives, organisation, and the objectives, organisation, and content of the particular syllabus content of the particular syllabus type, kinds of teaching and learning type, kinds of teaching and learning activities, teacher and learner roles, activities, teacher and learner roles, and the role of instructional and the role of instructional materials. materials.

ProcedureProcedure

  

classroom techniques and practices classroom techniques and practices

The genre approachThe genre approach

Theory of languageTheory of language

language is functional - it is through language is functional - it is through language that we 'get things done' language that we 'get things done'

language occurs in particular language occurs in particular cultural and social contexts and can cultural and social contexts and can only be understood in relation to only be understood in relation to these contextsthese contexts

The genre approachThe genre approach

GoalsGoals  

to enable learners to use genres to enable learners to use genres which are important for them to be which are important for them to be able to participate in, and have able to participate in, and have access toaccess to

The genre approachThe genre approach

Teaching and learning activities Teaching and learning activities

scaffoldingscaffolding

gradual approximationgradual approximation

Genre as an organizing principle Genre as an organizing principle for language learning programs for language learning programs

Stages of designing a genre-base Stages of designing a genre-base course (Burns and Joyce, 1997)course (Burns and Joyce, 1997)

1.1. Identify the overall context of Identify the overall context of language uselanguage use

2.2. Develop goals or aimsDevelop goals or aims

3.3. Note the sequence of language Note the sequence of language events within the particular contextevents within the particular context

4.4. List the genres arising from this List the genres arising from this sequencesequence

5.5. Outline the sociocultural knowledge Outline the sociocultural knowledge students need in the particular students need in the particular communicative contextcommunicative context

6.6. Record or gather samples of the Record or gather samples of the genres the course will focus ongenres the course will focus on

7.7. Develop units of work related to Develop units of work related to these genres and develop the these genres and develop the learning objectives to be achievedlearning objectives to be achieved

An example from an EAP classroomAn example from an EAP classroom

The aims of the programme were toThe aims of the programme were to

develop the students' abilities develop the students' abilities

to read and draw on information from to read and draw on information from a range of sources relevant to the a range of sources relevant to the gathering of information for academic gathering of information for academic purposes;purposes;

to write academic texts such as to write academic texts such as documented essays, summaries of documented essays, summaries of readings, research reports, annotated readings, research reports, annotated bibliographies, and case study reports bibliographies, and case study reports which meet the demands and which meet the demands and expectations of an English medium expectations of an English medium academic learning environment;academic learning environment;

to learn how to use text types such as to learn how to use text types such as descriptions, compare and contrast, descriptions, compare and contrast, problem/solution, discussions, and problem/solution, discussions, and cause and effect in their academic cause and effect in their academic writingwriting

..

ConclusionConclusion