كيفيت نوشتار دانشجويان،كاربرد آموزش تلويحي و آشكار براساس ژانر
EAP Student's Writing Quality: An Implication of Explicit and Implicit Genre-Based Instruction
In recent years, composition practitioners have seen increased emphasis being placed on the notion of genre and genre-based pedagogy in English language teaching. Genre theory and research provide teacher educators with a more central role in preparing individuals to teach second language writing and to confidently advise them on the development of curriculum materials and activities for writing classes. The essential advantage of the genre-based approach over other writing pedagogies for L2 writers is that emphasizing the notion of genre promotes L2 writers’ understanding of the relationship between the communicative purpose and the features of text at every discourse level (Johns, 1997). With regard to the benefits of genre knowledge, there have been ongoing debates in pedagogical practices associated with genre in various educational contexts. However, there have been few studies, especially experimental studies which examine the impact of treatments of genre-based instruction. In order to establish a solid base for the genre-based instruction in the EFL curriculum, the purpose of the present study is to examine medical students’ writing quality through analyzing the impact of explicit, implicit, and no-formal genre-based instruction of one type of medical genre, case presentation genre, in EAP context. Due to the importance of providing writing instructions for the students of medicine and the lack of literature in analyzing the impact of different treatments of genre-based instruction, the researcher tries to address this problem and takes a genre-based approach through writing practice, to examine the impacts of two instructional treatments on medical students’ writing quality and development.