The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. (October 2021)

• Record Type: Journal Article
• Authors: Cheng, An
• Is Part Of: English for specific purposes. Volume 64(2021)
• Page Start: 26
• Page End: 36
• Publication Date: 2021-10
• Subjects: The genre-based approach to teaching writing -- Lexicogrammatical features -- Genre-based textbooks -- Genre-based classroom practices -- The goals of genre-based teaching; English language -- Study and teaching -- Foreign speakers -- Periodicals; English language -- Business English -- Study and teaching -- Periodicals; English language -- Technical English -- Study and teaching -- Periodicals; Anglais (Langue) -- Étude et enseignement -- Allophones -- Périodiques; Enseignement professionnel -- Périodiques; Anglais (Langue) -- Anglais commercial -- Étude et enseignement -- Périodiques; Anglais (Langue) -- Anglais technique -- Étude et enseignement -- Périodiques; English language -- Business English -- Study and teaching; English language -- Study and teaching -- Foreign speakers; English language -- Technical English -- Study and teaching; Periodicals; 428.007
• DOI: 10.1016/j.esp.2021.07.001
• Languages: English
• ISSNs: 0889-4906

Abstract

Abstract: Even with the popularity of genre-based teaching, conceptual blind spots and knowledge gaps still exist regarding the place of language in the ESP genre-based approach to teaching writing. Examining the literature carefully, I explicate in this article how lexico-grammatical features have been attended to in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach, an approach that is appealing to writing instructors and ESP practitioners. Regarding theoretical tenets, I unpack the inseparability of lexico-grammatical features from rhetorical organizations or rhetorical contexts in the ESP genre-based approach. With regard to textbooks, I demonstrate the intensive and expert attention to lexico-grammatical features in graduate-level ESP genre-based textbooks. I explore the possibility of using the inductive, guided discovery approach to develop undergraduate-level teaching materials that focus on common, unique, and important lexico-grammatical features. As to classroom practices, I present student-centered discovery-based analysis, detailed explanations, and targeted corpus searches, among other classroom practices that concentrate on lexico-grammatical features in graduate and undergraduate writing classes. I conclude the article by asking whether facilitating students' fluent control of lexico-grammatical features for producing genres should constitute one of the goals of genre-based teaching and, if so, what some of the pedagogical and research practices may be for achieving such a goal. Highlights: Knowledge of the place of linguistic features in genre-based pedagogy is crucial. Lexico-grammatical features are integral to the tenets of ESP genre-based teaching. ESP genre-based textbooks focus intensively on lexico-grammatical features. Various classroom practices concentrate on lexico-grammatical features. Should ESP genre-based teaching aim to develop students' control of language?