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The Genre-based Writing Instruction in EFL

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dc.contributor.authorLee, Noh-Kyung-
dc.date.accessioned2014-01-07T08:03:53Z-
dc.date.available2014-01-07T08:03:53Z-
dc.date.issued2013-
dc.identifier.citation어학연구, Vol.49 No.2, pp. 311-332ko_KR
dc.identifier.issn0254-4474-
dc.identifier.urihttps://hdl.handle.net/10371/86519-
dc.description.abstractThis paper points out the potential usefulness of genre-based writing instruction in EFL. Genre has been proved to serve as an influential and useful writing tool for both learning and teaching. For learners, especially at the low level of proficiency or in EFL, genre can be a framework, or scaffolding for the production of meaningful passages within a specific context. It is also a useful tool for teachers, who are expected to give a practical and constructive guideline to students. For the effective application of genre-based instruction to writing class, this paper suggests four stages of writing lesson process and shows some guideline of genre-focused writing instruction. Through the examples of genrebased writing instruction, it shows how the genre-based writing instruction operates and encourages active teacher-student negotiation and cooperation. It also suggests some ways to overcome the limitation of the genre-based writing instruction by making genre an open frame enough to lead to creative thinking in the process of writing.ko_KR
dc.language.isoenko_KR
dc.publisher서울대학교 언어교육원ko_KR
dc.subjectgenreko_KR
dc.subjectframeko_KR
dc.subjectgenre-based writing instructionko_KR
dc.subjectteacher-student negotiationko_KR
dc.subjectcreative thinkingko_KR
dc.titleThe Genre-based Writing Instruction in EFLko_KR
dc.typeSNU Journalko_KR
dc.citation.journaltitle어학연구-
Appears in Collections:
Language Education Institute (언어교육원)Language Research (어학연구)Language Research (어학연구) Volume 49 Number 1/3 (2013)
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