政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/119666
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113311/144292 (79%)
造访人次 : 50931332      在线人数 : 987
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/119666


    题名: Exploring Genre Pedagogy of Learning Transfer in L2 Writing
    作者: 劉怡君
    Liu, Yichun
    贡献者: 英文系
    关键词: genre pedagogy;transfer of learning;L2 writing;Taiwan
    日期: 2018-03
    上传时间: 2018-08-28 10:39:46 (UTC+8)
    摘要: Proponents of genre pedagogy claim that academic writing can be learned by means of explicit instruction and systematic modelling on the distinctive features of a particular genre. However, genre pedagogy and its inherent deductive nature have been called into question. Many critics have argued that the genre-based deductive approach imposes rigid writing forms on students, which may constrain their writing voice, discursive diversity, and creativity. Genre pedagogy has also been criticized for instructing static textual features, which reinforces the norm of authorized power to EFL learners. While some researchers assume that deductive instruction can stimulate more learning transfer, others argue that the automaticity of learning transfer does not take place easily. The purposes of this study are to explore the effectiveness of genre pedagogy by looking at: how topic similarity/difference affects EFL writers’ learning transfer; the writing elements which are transferable through model writing (implicit learning) and genre-based instruction (explicit learning) by EFL writers; and the EFL writers’ strategies of learning transfer. Using a case study approach this research found that explicit genre pedagogy encourages more, and more stable, learning transfers than implicit learning. Moreover, the stigma that genre pedagogy reifies linguistic features of texts and accepts the discursive norms is rebutted. The findings suggest that explicit genre instruction does constrain writers’ voice but enables EFL writers to critically negotiate genre power.
    關聯: The Asian Journal of Applied Linguistics, Vol. 5, No. 1, pp. 46-59
    数据类型: article
    显示于类别:[英國語文學系] 期刊論文

    文件中的档案:

    档案 大小格式浏览次数
    46-59.pdf348KbAdobe PDF2387检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈