Genre-based Pedagogy in Classroom—With Reflections on Teaching Profession in China

MA Yu-lei

Volume 33 Issue 1

May 2021

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Article Navigation > Journal of University of Science and Technology Beijing ( Social Sciences Edition) > 2017 > 33(1): 9-17

MA Yu-lei. Genre-based Pedagogy in Classroom—With Reflections on Teaching Profession in China[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2017, 33(1): 9-17.

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MA Yu-lei. Genre-based Pedagogy in Classroom—With Reflections on Teaching Profession in China[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2017, 33(1): 9-17.

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Genre-based Pedagogy in Classroom—With Reflections on Teaching Profession in China

MA Yu-lei

School of Foreign Languages, Martin Centre for Appliable Linguistics, Shanghai Jiaotong University, Shanghai 200240, China

Received Date: 2016-09-17

Abstract

Abstract

Sydney School's Genre-based pedagogy has been successful tremendously in many areas of the world, guided by Systemic Functional Linguistics. This cycled teaching scaffold emphasizes the relationships between genres and social context, focusing on the cultivation of students' reading and writing abilities. It also shows its importance in recognizing different genres and schematic structures and culture traits in language teaching. This paper, taking Explanation Genre as an example, will discuss what teachers in Chinese universities can do to intervene students' writing in a top-down way and also propose that the teaching cycle will facilitate English teachers as profession in their classrooms at the present and in the future.
- Genre-based pedagogy,
- teaching in classroom,
- context variables,
- explanation genres

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