원문정보
초록
영어
Drawing on a systemic functional linguistics genre paradigm, this article examines model writing texts in two types of English teaching and learning materials for high school students in Japan: public and commercial textbooks. A corpus of 73 texts was created. This article aims to identify what genres are provided as model texts to teach and learn English writing in these textbooks. It further aims to identify the schematic structures of the genres identified. It was found that, in the commercial textbooks, only a limited range of genres was provided while, in the public textbooks, a variety of genres such as Information reports, Everyday procedures and Sequential explanations was included. In relation to text structures, different ways of constructing the Argument stage in argumentative genre texts were found in the two types of textbooks. Pedagogical implications for English writing instruction in Japanese high schools are suggested.
목차
Introduction
L2 writing instruction in Japanese high schools
Genre and L2 Writing Instruction
The Notion of Genre
Previous Genre Studies into L2 Writing Instruction
Methods
Materials
MEXT-approved High School English Writing Textbooks
Commercial English Writing Textbooks for University Entrance Examinations
Analytical Framework
Results
Genres and their Stage Structures in the MEXT-approved Textbooks
Genres and their Schematic Structures in the Practice Books
Genres and their Schematic Structures in the Guidebooks
Discussion
Genres in the MEXT-approved Textbooks, the Practice Books, and the Guidebooks
Varieties of Constructing Argument Stages of Exposition Texts
Pedagogical Implications
Conclusion
Acknowledgements
The Author
References