Genre-Based Approach

UNIVERSITAS NEGERI YOGYAKARTA

Yogyakarta, April 2020

Hyland (2003)
 THE FOUR STAGES IN THE TEACHING-LEARNING CYCLE
(Hammond, et al., 1992)
STAGE 1: BUILDING KNOWLEDGE OF THE FIELD
Classroom tasks and activities enable learners
to:
1. explore cultural similarities and
differences related to the topic
2. practise grammatical patterns relevant
to the topic or text type
3. build up and extend vocabulary relevant
to the topic or text type
STAGE 1: BUILDING KNOWLEDGE OF THE FIELD
Tasks and activities might include:
1. use of visuals
2. hands-on activities
3. reconstructing and discussing hands-on
activities
4. range of communicative activities
5. language lessons focused on vocabulary
and grammatical patterns
6. introducing learners to a broad range of
written texts related to the topic
7. developing reading strategies
appropriate to the texts
 THE FOUR STAGES IN THE TEACHING-LEARNING CYCLE
(Hammond, et al., 1992)
STAGE 2: MODELLING OF TEXT
Classroom tasks and activities enable learners to:
1. read the model text with the teacher, with
other students, or alone
2. develop an understanding of the social
function and purpose of the text
3. develop an understanding of the overall
organization and development of the text
4. develop an understanding that organization
of the text is functional
STAGE 2: MODELLING OF TEXT
Tasks and activities might include:
1. teacher reading model text(s) to students
2. shared reading of texts between students
3. discussion of who writes this genre, why and
where
4. exchanging class experiences of similar texts
and the purpose of these texts
5. analysis, based on examples of the schematic
structure of the genre and the function of
each stage
6. practice in distinguishing and labeling stages
7. pointing out significant grammatical features
8. discussion of the function of major
grammatical patterns
 THE FOUR STAGES IN THE TEACHING-LEARNING CYCLE
(Hammond, et al., 1992)
STAGE 3: JOINT CONSTRUCTION OF TEXT
Classroom tasks and activities enable learners to :
1.explore further purpose of the genre and its
relation to the topic or field
2.contribute knowledge of the field in the shared
communication of a text
3.negotiate with teacher and other students
regarding the most appropriate organization
about the topic into a written text
4.draw on knowledge of schematic structure and
linguistic features of the genre
5.develop an understanding of some of the
differences between talking about the topic
and writing about it
STAGE 3: JOINT CONSTRUCTION OF TEXT
Tasks and activities might include:
1. revision and further discussion of purpose,
context, and structure of genre
2. further field building activities where
necessary
3. summarizing in note form what students
know about the topic of the shared text
4. negotiation between teacher and students,
and between students, regarding
appropriate beginning, middle, and end
construction of text
5. shared re-drafting and editing of text.
 THE FOUR STAGES IN THE TEACHING-LEARNING CYCLE
(Hammond, et al., 1992)
STAGE 4: INDEPENDENT CONSTRUCTION OF TEXT
Classroom tasks and activities enable learners
to:
1. incorporate knowledge of schematic
structure and grammatical patterns into
their own writing
2. produce written texts that approximate
control of the genre
3. read other examples of the genre in
contexts outside the classroom
4. feel confident about the writing the
genre in contexts outside the classroom
STAGE 4: INDEPENDENT CONSTRUCTION OF TEXT
Tasks and activities might include:
1. building and developing knowledge of the
field through activities such as reading,
information gathering and note taking
2. writing own text
3. consulting with other students or with
the teacher
4. re-drafting and editing
5. class discussion
6. focused language lessons for class or
groups of learners
 THE GENRE APPROACH
(Feez & Joyce, 1998)
Phase 1: Building the Context
In this stage, students:
1. are introduced to the social context of an
authentic model of the text type being
studied
2. explore features of the general cultural
context in which the text type is used and
the social purposes the text type achieves
3. explore the immediate context of situation
by investigating the register of a model text
which has been selected on the basis of the
course objectives and learner need.
Phase 1: Building the Context
Context-building activities include:
1. Presenting the context through pictures,
audiovisual materials, realia, excursions, field-
trips, guest speakers, etc.
2. Establishing the social purpose through
discussions or surveys, etc.
3. Cross-cultural activities, such as comparing
differences in the use of the text in two
cultures
4. Comparing the model text with other texts of
the same or a contrasting type, e.g., comparing
a job interview with a complex spoken
exchange involving close friends, a work
colleague or a stranger in a service encounter
 THE GENRE APPROACH
(Feez & Joyce, 1998)
Phase 2: Modeling and Deconstructing the Text Phase 2: Modeling and Deconstructing the Text

In
In this
this stage,
stage, students:
students:
1. 1.investigate
investigate thethe
structural pattern
structural and
pattern language
and features
language of the model
features
of the model
2. compare the model with other examples of the same text type
3. 2.Modeling
compareand thedeconstruction
model with otherare examples of at
undertaken theboth
same
the whole text, clause, and expression
text type
levels. It is at this stage that many traditional ESL language teaching activities come into their
3.own.
Modeling and deconstruction are undertaken at both
the whole text, clause, and expression levels. It is at
this stage that many traditional ESL language teaching
activities come into their own.
 THE GENRE APPROACH
(Feez & Joyce, 1998)
Phase 3: Joint Construction of the Text Phase 3: Joint Construction of the Text

In this stage: Joint-construction activities include:

1. students begin to contribute to the
construction of whole examples of the
text type.
2. the teacher gradually reduces the
contribution to text construction, as the
students move closer to being able to
control text type independently.
1. Teacher questioning, discussing and editing
whole class construction, then scribing
onto board or overhead transparency
2. Skeleton texts
3. Jigsaw and information-gap activities
4. Small-group construction of texts
5. Dictogloss
6. Self-assessment and peer-assessment
activities
 THE GENRE APPROACH
(Feez & Joyce, 1998)
Phase 4: Independent Construction of the Text
In this stage:
1. students work independently with the text.
2. learner performances are used for achievement
assessment
Phase 4: Independent Construction of the Text
Independent construction activities include:
1. Listening tasks, e.g., comprehension activities in
response to live or recorded material, such as
performing a task, sequencing pictures, numbering,
ticking or underlining material on a worksheet,
answering questions
2. Listening and speaking tasks, e.g., role plays,
simulated or authentic dialogs
3. Speaking tasks, e.g., spoken presentation to class,
community organization, or workplace
4. Reading tasks, e.g., comprehension activities in
response to written material such as performing a
task, sequencing pictures, numbering, ticking or
underlining material on a worksheet, answering
questions
5. Writing tasks which demand that students draft and
present whole texts
 THE GENRE APPROACH
(Feez & Joyce, 1998)
Phase 5: Linking to Related Texts
In this stage, students investigate how what they
have learned in this teaching/learning cycle can be
related to:
1. other texts in the same or similar context
2. future or past cycles of teaching and
learning
Phase 5: Linking to Related Texts
Activities which link the text type to related texts
include:
1. Comparing the use of the text type across
different fields
2. Researching other text types used in the same
field
3. Role-playing what happens if the same text
type is used by people with different roles and
relationships
4. Comparing spoken and written modes of the
same text type
5. Researching how a key language feature used
in this text type is used in other text types
Feez (2002)
 Feez (2002)
Building the context

In this step, the teacher designs opportunities for learners to experience and
explore the cultural and situational aspects of the social context of the target text
through activities such as brainstorming; listening and talking to others; reading
relevant material; viewing realia, pictures, or video; and taking part in role-plays,
cross-cultural comparisons, guided research, or field trips.
 Feez (2002)
Modeling and deconstructing the text

During this phase, the teacher strongly directs the interaction, introducing
learners to model texts belonging to the target genre in the context they have been
exploring. Learners' attention is drawn to the structure and language features of
the models. This is the stage in which second-language learners learn the grammar
of the target language, but in the context of purposeful language use.
 Feez (2002)
Joint-construction of the text

The teacher begins to relinquish responsibility to the learners as the learners' expanding
knowledge allows them to take over. During this stage, groups of learners contribute to the
construction of a text belonging to the target-text type. They are guided by the teacher through
all stages of the preparation and drafting process, explicitly discussing and negotiating the
meanings they are making as they go.
 Feez (2002)
Independent construction of the text

The scaffolding is taken away and learners research the context and construct their own
texts independently, consulting with other learners and the teacher only as needed.
Achievement assessment can be carried out at this stage of the cycle or immediately following its
successful completion.
 Feez (2002)
Linking related texts

At the end of the cycle, links are made to related text types, so learners have the
opportunity to recycle what they have learned in other contexts of use, comparing and
contrasting different texts and their uses and effectiveness.
the end
success
Good Luck