过程体裁教学法在ESLEFL写作教学中的应用研究文献综述.doc

过程体裁教学法在ESLEFL写作教学中的应用研究文献综述 文/郑尧 【Abstract】Theprocessgenreapproach(PGA)toESL/EFLwritinghasbeenadvocatedbyitsproponentsforbeingfeasibleandeffective.ToshedlightonitsapplicationintheChineseuniversitycontext,aliteraturereviewonrelevantstudiesinforeignEFL/ESLcontextsistaken.ItstartsbyreviewingtheinitialconceptsandmodelsofPGAandthenproceedstodiscussesrelevantstudiesconductedinthisfield. 【Keywords】theprocessgenreapproach;teachingEFL/ESLwriting;literaturereview 【摘要】过程体裁教学法因其具有一定的可行性与有效性，在一些EFL/ESL写作教学中获得了推广。通过回顾国外关于过程体裁教学法的相关研究，可以为其在国内高校英语写作教学中的应用提供启示。文章首先回顾了该教学法的基本概念与模型，随后讨论了这一领域的相关国外研究。 关键词过程体裁教学法；efl/esl写作教学；文献综述 1.Introduction TeachingEnglishasaForeignLanguage(EFL)writingischallenging.ThisstudyesoutofconcernsaboutteachingEFLwritinginChineseuniversity.IntheEnglishacquisition-poorenvironmentofChina,studentsfacetimeconstraintsanddependheavilyonteachersinstructioninlearningEFLwriting.Asteachers,therefore,itisourresponsibilitytodrawonaneffectiveapproachtopromotestudentswritingpetence.Theprocessgenreapproach(PGA),asasynthesisoftheproduct,processandgenreapproaches,isadvocatedbymanyresearchersforbeingeffectiveinfacilitatingstudentswritinginEFL/ESLcontexts.ToshedlightonthebenefitsofPGAtoteachingChineseuniversitystudents,aliteraturereviewistaken. 2.ConceptsandModels TheconceptofPGAoriginsfromBadgerandWhites(2000)concernsaboutthestrengthsandweaknessesofproduct,processandgenreapproaches.Theyarguethatthethreeapproachesareplementaryandthereisaneedforsynthesis.Acknowledgingwritingdevelopmentvariesbetweendifferentlearnersandwritingshouldbeembeddedinthesocialsituations,BadgerandWhitecontributeateachingmodel,inwhichfiveelementsinteractwiththreepossibleinputsources.Onthistheoreticalbase,Guo(xx)providesspecificguidelinesforadoptingPGAandpresentsasix-stageprocedureforpedagogicalimplementation. 3.StudiesinEFL/ESLContexts AsurveyofliteratureshowsthatPGAhasbeenproposedintoimplementationinotherEFL/ESLcontexts.Theoretically,KimandKim(xx)statethattheeclecticuseofboththeprocessandthegenreapproachescouldprovidenewinsightsintoteachingEFLwritinginKoreanuniversities.NordinandMohammad(xx)cautionthattoimplementPGAinESLwritingclassroomsgenre-basedpedagogyshouldnotreplacetheusefulnessandpowerofprocesswriting.Empirically,Pujianto,EmiliaandIhrom(xx)intheirqualitativestudyexplorewhetherPGAteachingstepscanhelppromoteseniorhighstudentswritingpetenceofreporttextbasedonschematicstructuresandlinguisticfeaturesanalysis.Theresultsshowthat,insomedegrees,PGAiseffectiveinhelpinglearnersdeveloptheirwritingskillsofreporttext.Nevertheless,ithasbeenobservedthatlow-achievinglearnersshouldbeprovidedwithlongermodelingandteacher-studentconferencestages.TheirstudycontributestowardsteachersunderstandingofPGAanduncoveringtheproblemsrelatedinEFLclassesinIndonesia. 4.Conclusion Asmentionedabove,ChinesestudentsareprovidedlimitedexposuretoEnglishandfacenumerousconstraintsindevelopingtheirEFLwritingskills.RealizingthebenefitsofPGA,manyChineseresearchershavecontributedtothetheoreticalbaseofthismethodbydiscussingitsfeasibilityandimplementation.Also,teachershavebegantoapplythismethodintotheirownwritinginstructions.ThecurrentresearchstatusofChinaactuallyisinlinewiththeforeignstudiesandtosomeextendplementsthosestudies.However,itisstillnecessaryandbeneficialtodrawontheforeignexperiencetoprovidestudentseffectivescaffoldingandraisetheirwritingpetenceinaproductiveway. 【REFERENCES】 1Badger,R,&White,G.(2000).Aprocessgenreapproachtoteachingwriting.ELTJournalJ.54(2),153-160. 2Guo,Y.(xx).Aprocessgenremodelforteachingwriting.EnglishTeachingForumJ.43(3),18-26. 3Kim,J,&Kim,J.(xx).TeachingKoreanuniversitywritingClass.AsianEFLJ.7(2). 4Nordin,S.M,&Mohammad,N.(xx).Thebestoftwoapproaches:Process/Genrebasedapproachtoteachingwriting.TheEnglishTeacherJ.35,75-85. 5Pujianto,D,Emilia,E,&Ihrom,S.