1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 43, Issue 1
  5. Article
Volume 43, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

In China, since 2004, developing students’ overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers’ knowledge base related to teaching writing may impact their students’ writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre- and post- workshop interviews and classroom observations, changes in teachers’ knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers’ knowledge base were compared with possible changes emerging in their students’ writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers’ knowledge base, the majority of the students made improvements in their writing products.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/aral.18025.shi
2019-12-19
2023-10-01

  • From This Site

    /content/journals/10.1075/aral.18025.shi
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Baker, A.
    (2011) ESL teachers and pronounciation pedagogy: Exploring the development of teachers’ cognitions and classroom practices. InJ. Levis & K. LeVille (Eds.), Proceedings of the 2nd pronunciation in second language learning and teaching conference (pp.82–94). Ames, IA: Iowa State University.
     [Google Scholar]
  2. Borg, S.
    (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. 10.1017/S0261444803001903
     https://doi.org/10.1017/S0261444803001903 [Google Scholar]
  3. Braun, V., & Clarke, V.
    (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. 10.1191/1478088706qp063oa
     https://doi.org/10.1191/1478088706qp063oa [Google Scholar]
  4. Burns, A.
    (2001) Genre-based approaches to writing and beginning adult ESL learners. InC. N. Candlin & N. Mercer (Eds.), English language teaching in its social context (pp.200–207). New York: Routledge.
     [Google Scholar]
  5. Burns, A., & Knox, J.
    (2005) Realisation(s): Systemic-functional linguistics and the language classroom. InN. Bartels (Ed.), Researching applied linguistics in language teacher education (pp.235–260). New York: Springer. 10.1007/1‑4020‑2954‑3_14
     https://doi.org/10.1007/1-4020-2954-3_14 [Google Scholar]
  6. Callaghan, M., & Knapp, P.
    (1989) The discussion genre. Sydney: Metropolitan East DSP (Language and Social Power Project).
     [Google Scholar]
  7. Callaghan, M., & Rothery, J.
    (1988) Teaching factual writing: A genre based approach. Sydney, N.S.W.: Metropolitan East Region.
     [Google Scholar]
  8. Chaisiri, T.
    (2010a) Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1, 181–199. 10.5746/LEiA/10/V1/A16/Chaisiri
     https://doi.org/10.5746/LEiA/10/V1/A16/Chaisiri [Google Scholar]
  9. (2010b) An investigation of the teaching of writing with a specific focus on the concept of genre. The International Journal of Learning, 17(2), 195–205.
     [Google Scholar]
  10. Chappell, P.
    (2012) A sociocultural account of the role of imitation in instructed second language learning. JLLT, 3(1), 61–91.
     [Google Scholar]
  11. (2014) Engaging learners: Conversations- or dialogic- driven pedagogy?ELT Journal, 68(1), 1–11. 10.1093/elt/cct040
     https://doi.org/10.1093/elt/cct040 [Google Scholar]
  12. Christie, F., & Martin, J. R.
    (1997) Genre and institutions: Social processes in the workplace and school. London: Cassell.
     [Google Scholar]
  13. Coffin, C.
    (1997) Constructing and giving value to the past: An investigation into secondary school history. InF. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp.196–230). London: Continuum.
     [Google Scholar]
  14. Derewianka, B.
    (1990) Exploring how texts work. Rozelle, N.S.W.: Primary English Association.
     [Google Scholar]
  15. Derewianka, B., & Jones, P.
    (2012) Teaching language in context. South Melbourne, Vic.: Oxford University Press.
     [Google Scholar]
  16. Desimone, L. M.
    (2009) Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:  10.3102/0013189X08331140
     https://doi.org/10.3102/0013189X08331140 [Google Scholar]
  17. Dreyfus, S., Humphrey, S., Mahboob, A., & Martin, J. R.
    (2016) Genre pedagogy in Higher Education: The SLATE project. UK: Palgrave Macmillan. 10.1007/978‑1‑137‑31000‑2
     https://doi.org/10.1007/978-1-137-31000-2 [Google Scholar]
  18. Driel, J. H. V., Jong, O. D., & Verloop, N.
    (2001) The development of preservice chemistry teachers’ pedagogical content knowledge. Science Teacher Education, 86, 572–590. doi:  10.1002/sce.10010
     https://doi.org/10.1002/sce.10010 [Google Scholar]
  19. Emilia, E.
    (2005) A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia. (Unpublished PhD thesis). The University of Melbourne, Melbourne.
  20. Fang, F.
    (2010) A discussion on developing students’ communicative competence in College English teaching in China. Journal of Language Teaching and Research, 1(2), 111–116. doi:  10.4304/jltr.1.2.111‑116
     https://doi.org/10.4304/jltr.1.2.111-116 [Google Scholar]
  21. Fullan, M.
    (2001) The new meaning of educational change (3rd ed.). New York: Teacher College Press. 10.4324/9780203986561
     https://doi.org/10.4324/9780203986561 [Google Scholar]
  22. Gall, M. D., Gall, J. P., & Borg, W. R.
    (2007) Educational research: An introduction (8th ed.). Boston, Mass; London: Pearson.
     [Google Scholar]
  23. Gao, J.
    (2007) Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20. Retrieved fromhttps://www.asian-efl-journal.com/monthly-journals/teaching-writing-in-chinese-universities-finding-an-eclectic-approach/#squelch-taas-tab-content-0-3
     [Google Scholar]
  24. Gao, J., & Huang, J.
    (2010) On communicative competence in curriculum design: A comparison of the College English Curriculum Requirements and the English Curriculum Standards. Polyglossia, 18, 73–86.
     [Google Scholar]
  25. Gerami, M. R., & Noordin, N. B.
    (2013) Teacher cognition in foreign language vocabulary teaching: A study of Iranian high school EFL teachers. Theory and Pracitce in Language Studies, 3(9), 1531–1545. doi:  10.4304/tpls.3.9.1531‑1545
     https://doi.org/10.4304/tpls.3.9.1531-1545 [Google Scholar]
  26. Halliday, M. A. K.
    (1975) Learning how to mean: Explorations in the development of language (Exploration in language study). London: Oxford University Press. 10.1016/B978‑0‑12‑443701‑2.50025‑1
     https://doi.org/10.1016/B978-0-12-443701-2.50025-1 [Google Scholar]
  27. Hammond, J., & Gibbons, P.
    (2005) Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30.
     [Google Scholar]
  28. Humphrey, S., & Macnaught, L.
    (2011) Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy, 34(1), 99–115.
     [Google Scholar]
  29. Hyland, K.
    (2003) Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17–29. doi: 10.1016/S1060‑3743(02)00124‑8
     https://doi.org/10.1016/S1060-3743(02)00124-8 [Google Scholar]
  30. (2007) Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164. doi:  10.1016/S1060‑3743(02)00124‑8
     https://doi.org/10.1016/S1060-3743(02)00124-8 [Google Scholar]
  31. Hymes, D.
    (1972) On coummunicative competence. InJ. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp.269–293). Penguin: Harmondsworth.
     [Google Scholar]
  32. Ji, L.
    (2009) Genre-based approach for teaching English factual writing. Humanising Language Teaching, 11(2). Retrieved fromold.hltmag.co.uk/apr09/mart02.htm
     [Google Scholar]
  33. Jin, L., Singh, M., & Li, L.
    (2005) Communicative language teaching in China: Misconceptions, applications and perceptions. Paper presented at theAARE’ 05 Education Research Conference “Creative Dissent: Constructive Solutions”. Parramatta, NSW. Retrieved fromhttps://www.aare.edu.au/data/publications/2005/jin05646.pdf
     [Google Scholar]
  34. Jin, Y.
    (2011) Fundamental concerns in high-stakes language testing: The case of the College English Test. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 71–83.
     [Google Scholar]
  35. Kervin, L., Vialle, W., Herrington, J., & Okely, T.
    (2006) Research for educators. Australia: Ligare Book Printers.
     [Google Scholar]
  36. Kongpetch, S.
    (2006) Using a genre-based approach to teach writing to Thai students: A case study. Prospect, 21(2), 3–33.
     [Google Scholar]
  37. Krisnachinda, S.
    (2006) A case study of a genre-based approach to teaching writing in a tertiary context in Thailand. (Unpublished EdD thesis). University of Melbourne, Melbourne.
  38. Liao, X.
    (1997) A brief introduction to the communicative language teaching. ERIC. Retrieved fromhttps://files.eric.ed.gov/fulltext/ED404863.pdf
     [Google Scholar]
  39. Martin, J. R.
    (1999) Mentoring semogenesis: ‘Genre-based’ literacy pedagogy. InC. Frances (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social process (pp.123–155). London: Cassell.
     [Google Scholar]
  40. Martin, J. R., & Rose, D.
    (2005) Genre relations: Mapping culture. Oakville, CT: Equinox Pub.
     [Google Scholar]
  41. McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., … Gray, A. L.
    (2002) Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69–86. 10.1177/002221940203500106
     https://doi.org/10.1177/002221940203500106 [Google Scholar]
  42. Mercer, N.
    (1995) The guided construction of knowledge: Talk amongst teachers and learners. England: Clevedon, Avon.
     [Google Scholar]
  43. Myskow, G., & Gordon, K.
    (2009) A focus on purpose: Using a genre approach in an EFL writing class. ELT Journal, 64(3), 283–292. doi:  10.1093/elt/ccp057
     https://doi.org/10.1093/elt/ccp057 [Google Scholar]
  44. Nezvalová, D.
    (2011) Researching science teacher pedagogical content knowledge. Problems of Education in the 21st Century, 35, 104–118.
     [Google Scholar]
  45. Orafi, S. M. S., & Borg, S.
    (2008) Intentions and realities in implementing communicative curriculum reform. System, 37, 243–253. doi:  10.1016/j.system.2008.11.004
     https://doi.org/10.1016/j.system.2008.11.004 [Google Scholar]
  46. Painter, C.
    (1984) Into the mother tongue: A case study in early language development. London: Academic Press.
     [Google Scholar]
  47. Park, S., & Oliver, J. S.
    (2008) Revisiting the conceputalisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284. 10.1007/s11165‑007‑9049‑6
     https://doi.org/10.1007/s11165-007-9049-6 [Google Scholar]
  48. Rose, D.
    (2007) Reading genre: A new wave of analysis. Linguistics and the Human Sciences, 2 (1), 1–30.
     [Google Scholar]
  49. Rozimela, Y.
    (2005) Genre-based pedagogy for teaching English academic writing in an Indonesian tertiary context: A case study. (Unpublished PhD thesis). The University of Melbourne, Melbourne.
  50. 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. 10.1177/0033688217716506
     https://doi.org/10.1177/0033688217716506 [Google Scholar]
  51. Shi, L., Delahunty, J., & Gao, X.
    (2019) Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Professional Development in Education, 45(5), 774–789. 10.1080/19415257.2018.1511455
     https://doi.org/10.1080/19415257.2018.1511455 [Google Scholar]
  52. Shulman, L. S.
    (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15(7), 4–14. 10.3102/0013189X015002004
     https://doi.org/10.3102/0013189X015002004 [Google Scholar]
  53. (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21. 10.17763/haer.57.1.j463w79r56455411
     https://doi.org/10.17763/haer.57.1.j463w79r56455411 [Google Scholar]
  54. Siemon, A.
    (2010) Learning English in China: Is communicative language teaching a reality?Practically Primary, 15(2), 39–42.
     [Google Scholar]
  55. Snow, D.
    (1996) More than a native speaker: An introduction for volunteers teaching abroad. Alexandra, Virginia: TESOL, Inc.
     [Google Scholar]
  56. Tamir, P.
    (1991) Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7(3), 263–268. 10.1016/0742‑051X(91)90033‑L
     https://doi.org/10.1016/0742-051X(91)90033-L [Google Scholar]
  57. Tsui, A. B. M.
    (2003) Understanding expertise in teaching: Case studies of ESL teachers. Cambridge: Cambridge University Press. 10.1017/CBO9781139524698
     https://doi.org/10.1017/CBO9781139524698 [Google Scholar]
  58. Veel, R.
    (1997) Learning how to meaning – scientifically speaking: Apprenticeship into scientific discourse in the secondary school. InF. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp.161–195). London: Continuum.
     [Google Scholar]
  59. Voogt, J. M., Pieters, J. M., & Handelzalts, A.
    (2016) Teacher collaboration in curriculum design teams: Effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3–4), 121–140. doi:  10.1080/13803611.2016.1247725
     https://doi.org/10.1080/13803611.2016.1247725 [Google Scholar]
  60. Wu, W.
    (2008) Misunderstanding of communicative language teaching. English Language Teaching, 1(1), 50–53. 10.5539/elt.v1n1p50
     https://doi.org/10.5539/elt.v1n1p50 [Google Scholar]
  61. Yang, L., & Gao, S.
    (2013) Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 26(2), 128–145. doi:  10.1080/07908318.2013.794817
     https://doi.org/10.1080/07908318.2013.794817 [Google Scholar]
  62. Yang, Y.
    (2016) Teaching Chinese College ESL writing: A genre-based approach. English Language Teaching, 9(9), 36–44. doi:  10.5539/elt.v9n9p36
     https://doi.org/10.5539/elt.v9n9p36 [Google Scholar]
  63. You, X.
    (2004) “The choice made from no choice”: English writing instruction in a Chinese university. Journal of Second Language Writing, 13, 97–110. doi:  10.1016/j.jslw.2003.11.001
     https://doi.org/10.1016/j.jslw.2003.11.001 [Google Scholar]
  64. Zhang, B.
    (2011) A study on the role of teachers’ cognition in foreign language teaching. US-China Foreign Language, 9(7), 435–442.
     [Google Scholar]
  65. Zhang, F., & Liu, Y.
    (2014) A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. Language Teaching Research, 18(2), 187–204. doi:  10.1177/1362168813505940
     https://doi.org/10.1177/1362168813505940 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.18025.shi
Loading
Changes to teachers’ knowledge base
Australian Review of Applied Linguistics 43, 4 (2020); https://doi.org/10.1075/aral.18025.shi
/content/journals/10.1075/aral.18025.shi
/content/journals/10.1075/aral.18025.shi
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): College English; curriculum; genre; knowledge; pedagogy; second language writing

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error