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Essay / Research Paper Abstract
A 3 page paper. Genre-based approaches to teaching English as a second language (ESL) have been used for some time, and of course there have been mixed results reported in the degree of success possible with the genre-based approach. The question that remains is which is more important for a second language speaker, knowing the rules or having access to the actual meaning. The answer appears to be that both are necessary to achieve effective communication that conveys the full message intended by the individual for whom English is not his native language. Bibliography lists 6 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduGenGram.rtf
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Unformatted sample text from the term paper:
Genre-based approaches to teaching English as a second language (ESL) have been used for some time, and of course there have been mixed results reported in the degree
of success possible with the genre-based approach. As is the case with other teaching methods, genre-based approaches have both advantages and disadvantages (Kay and Dudley-Evans, 1998).
The question that remains is which is more important for a second language speaker, knowing the rules or having access to the actual meaning. The
answer appears to be that both are necessary to achieve effective communication that conveys the full message intended by the individual for whom English is not his native language. Rules
vs Meaning Fu and Townsend (1998) provide insights from several Chinese individuals striving to learn idiomatic English as a second language. All
highly capable individuals, their struggles with expressing their full meaning in English demonstrate the depth of their frustration. As example, one of those students reports, My Chinese writing shows
my personality and my talent as a writer ... But my English writing is dry and flat and sounds like childrens nursery rhymes, so boring (Fu and Townsend, 1998; p.
128). This individual clearly is quite capable, and sensitive to the nuances of language. Fu and Townsend (1998) quote another Chinese student
as saying that s/he is quite familiar with classic Chinese poetry and prefers integrating some well-known quotes into his writing, but s/he is unable to do that when writing in
English. All of the material s/he reads in English are technical reports and articles from scientific journals, and that type of material offers no example of how to incorporate
...