원문정보
초록
영어
The contributions of genre-based approach to writing have been proved in many studies in different contexts. However, empirical evidence of effects of genre-based instruction on Vietnamese EFL learners is rare. This article reports the results of an experimental study investigating the effects of genre-based approach on Vietnamese learners' ability in writing argumentative essays. Twenty EFL students at a college in a Mekong Delta province of Vietnam participated in the study. Participants were divided into two groups, labeled as group 1 and group 2; each group was taught how to write argumentative essays by using genre-based approach at two different points of time. Participants’ ability in writing argumentative essays was measured by three writing tests: pretest, progress test, and post-test. Participants’ perception towards the use of genre-based approach in learning argumentative essays was collected via semi-structured interviews. Results indicated that participants from both groups significantly improved their writing performance after the study. Results from the interviews showed that participants held a positive attitude towards the contributions of genre-based approach to their ability in writing argumentative essays.
목차
INTRODUCTION
LITERATURE REVIEW
Current Approach to Teaching EFL Writing in the Mekong Delta of Vietnam
Using the Genre-based Approach in Teaching Argumentative Essays
Contributions of the Genre-based Approach to Learners’ Writing Argumentative Essays
METHOD
Design
Participants
Materials
Instruments
Procedures
RESULTS
Participants’ Writing Performance Between the Two Groups
Participants’ Writing Performance Within the Two Groups
Participants’ Writing Performance on the Deep Features
Participants’ Attitudes Towards the Application of the Genre-basedApproach in Teaching and Learning How to Write Argumentative Essays
DISCUSSIONS
CONCLUSION AND IMPLICATIONS
THE AUTHORS
REFERENCES