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Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study

Journal Article


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Abstract


  • Developing students’ communicative competence became the primary goal of the current

    College English Curriculum Requirements in 2004 in China. There has been increasing concern,

    however, that this goal has yet to be realized, particularly in relation to the teaching of writing.

    This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre

    approach to enhance Chinese students’ communicative competence in writing. As teachers’

    beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study

    examined six Chinese College English teachers’ shifts in their beliefs and practices after attending

    a training workshop in the genre-based approach to writing development. Using pre- and post-

    workshop interviews and classroom observations and drawing on the analytical frameworks of

    teacher cognition (Borg, 2003), teacher knowledge (Shulman, 1986) and interactional scaffolding

    (Hammond and Gibbon, 2005), the study found that professional training in SFL genre pedagogy

    had a positive impact on teachers’ cognition about writing instruction, albeit with one notable

    constraint; the teachers paid only partial attention to the social purpose of the targeted genre,

    thus limiting the successful implementation of the pedagogy to a certain extent.

Publication Date


  • 2019

Citation


  • Shi, L., Baker, A. & Chen, H. (2019). Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study. RELC Journal: a journal of language teaching and research in Southeast Asia, 50 (2), 314-332.

Scopus Eid


  • 2-s2.0-85060189568

Ro Full-text Url


  • http://ro.uow.edu.au/context/sspapers/article/4569/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3561

Number Of Pages


  • 18

Start Page


  • 314

End Page


  • 332

Volume


  • 50

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • Developing students’ communicative competence became the primary goal of the current

    College English Curriculum Requirements in 2004 in China. There has been increasing concern,

    however, that this goal has yet to be realized, particularly in relation to the teaching of writing.

    This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre

    approach to enhance Chinese students’ communicative competence in writing. As teachers’

    beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study

    examined six Chinese College English teachers’ shifts in their beliefs and practices after attending

    a training workshop in the genre-based approach to writing development. Using pre- and post-

    workshop interviews and classroom observations and drawing on the analytical frameworks of

    teacher cognition (Borg, 2003), teacher knowledge (Shulman, 1986) and interactional scaffolding

    (Hammond and Gibbon, 2005), the study found that professional training in SFL genre pedagogy

    had a positive impact on teachers’ cognition about writing instruction, albeit with one notable

    constraint; the teachers paid only partial attention to the social purpose of the targeted genre,

    thus limiting the successful implementation of the pedagogy to a certain extent.

Publication Date


  • 2019

Citation


  • Shi, L., Baker, A. & Chen, H. (2019). Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study. RELC Journal: a journal of language teaching and research in Southeast Asia, 50 (2), 314-332.

Scopus Eid


  • 2-s2.0-85060189568

Ro Full-text Url


  • http://ro.uow.edu.au/context/sspapers/article/4569/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3561

Number Of Pages


  • 18

Start Page


  • 314

End Page


  • 332

Volume


  • 50

Issue


  • 2

Place Of Publication


  • United Kingdom