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論文名稱	Course book evaluation: Tertiary-leveled students’ perceptions of genre-based writing instruction
研討會開始日期	2014-04-19
研討會結束日期	2014-04-20
所有作者	林秀珍
作者順序	第一作者
通訊作者	是
研討會名稱	2014活化語言教學國際學術研討會
是否具有對外公開徵稿及審稿制度	是
研討會舉行之國家	NATTWN-中華民國
研討會舉行之城市	高雄市
發表年份	2014
所屬計劃案	無
可公開文檔
可公開文檔
可公開文檔
附件	2014活化語言教學國際學術研討會(GenreBasedWritingBook)FullText4Proceedings(24Apr2014).doc

[英文摘要] :
Although the process-based approach has dominated in English writing instruction in Taiwan for decades, students still show apprehension in writing. With the features of text deconstruction and reconstruction, the genre-based approach helps students to understand and produce appropriate writing in a suitable social context. It provides students with cognitive and linguistic development in learning how and what to write through stages of planning, modeling texts, analyzing the structure and language features, joint construction, and independent production. A genre-based approach to academic writing (Johnson & Crombie, 2010) was one of the assigned textbooks for intermediate freshman learners in the 36-credit English program of a language university located in south Taiwan. This book focuses on the academic writing in terms of genres: instruction, recount, argument, explanation, classification and description, and blended. As the first time used textbook in the five-credit course in Year 1 Level 6 English, it is worth investigating students’ viewpoints of the book. Thus, a teacher-designed quantitative questionnaire was made and distributed to a group of class in which 44 students participated and 34 students submitted the replies, yielding a response rate of 77%. Involved in the questionnaire were two parts with 22 items in the first part, including 9 items in relation to the general impression of the book and 13 items in relation to the content of the book and 15 items in the second part, focusing on the student writers’ opinions of the writing book used in class. Data were collected and analyzed in aspects of general impression, contents and opinions about the course book. Overall, positive results indicated that a genre-centered writing course benefits language learners. Some suggestions were also proposed for further study.

Keywords: genre; process; learning cycle; model texts

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