English Language Teaching in its Social Context
English Language Teaching in its Social Context
English Language Teaching in its Social Context
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~ (1990)~ (198GENRE-BASED APPROACHES TO WRITING 207It can be observed that the learners have drawn upon the model provided by the teacherto structure the text appropriately <strong>in</strong> terms of layout and overall presentation. In additionthey have used appropriate schematic stag<strong>in</strong>g, with the head<strong>in</strong>g and statement of generalpurpose com<strong>in</strong>g as an <strong>in</strong>troduction, followed by accounts of previous experience,qualifications and personal details.They have also written a suitable conclusion which refersto the reference and <strong>in</strong>cludes a contact number.Although these learners are at the beg<strong>in</strong>n<strong>in</strong>g stage <strong>in</strong> their second-languagedevelopment, they have been able to produce a fairly effective text approximat<strong>in</strong>g the genre,‘letter of job application’. I believe that this was made possible because the approach takenhere, based on systemic l<strong>in</strong>guistics and the notions of genre and register, provides an explicitaccount of the schematic structure, organisation and language features of the genre uponwhich they were focus<strong>in</strong>g.Even at early stages <strong>in</strong> second-language learn<strong>in</strong>g, learners can, and must, be assisted tobeg<strong>in</strong> the process of acquir<strong>in</strong>g and extend<strong>in</strong>g skills <strong>in</strong> read<strong>in</strong>g and writ<strong>in</strong>g. As there is noreason to suppose that written language acquisition <strong>in</strong> a second language cannot bedevelopmental <strong>in</strong> the samc way that spoken language acquisition is generally agreed to be,it is vital that <strong>in</strong> a technologically oriented and highly literate society, adult learners aregiven <strong>in</strong>struction <strong>in</strong> written language as early as possible and <strong>in</strong> a pr<strong>in</strong>cipled way. A genrebasedapproach provides them with learn<strong>in</strong>g activities presented with<strong>in</strong> a social contextualframework, which encourage them to focus on language and which assist them to becomemore <strong>in</strong>dependent and analytical learners.NoteI am grateful to the other participants <strong>in</strong> the NCELTR Literacy Project and <strong>in</strong> particular toJenny Hammond and Eileen Lustig for their advice and contributions to the writ<strong>in</strong>g of thispaper.ReferencesBr<strong>in</strong>dley, G. (1979) The Assessment of Speak<strong>in</strong>g Projciency Through the Oral Interview. Sydney:AMES.Callaghan, M. and Rothery, J. (1988) <strong>Teach<strong>in</strong>g</strong> Factua1Writ<strong>in</strong>g:A Genre Based Approach. Report ofthe DSP Literacy Project, Metropolitan East Region. Sydney: NSW School EducationDepartment.Cope, W. (1989) A historical background to current curriculum changes and the shft to genre.Presentation at the First LERN Conference, Sydney.Halliday, M.A.K. (1985) An Introduction to Functional Grammar. London: Edward Arnold.Halliday, M.A.K. and Hasan, R. (1985) <strong>Language</strong>, context and text: Aspects oflanguage <strong>in</strong> a socialsemiotic perspective. Geelong, Victoria: Deak<strong>in</strong> University Press.Hammond, J. (1989) ‘The NCELTR Literacy Project.’ Prospect 5, 1: 23-30.Collaborat<strong>in</strong>g <strong>in</strong> Literacy <strong>Teach<strong>in</strong>g</strong> and Research. Paper presented at 26th AnnualTESOL Convention, San Francisco.Mart<strong>in</strong>, J.R. (1985) Factual Writjng: Explor<strong>in</strong>g and Challeng<strong>in</strong>g <strong>Social</strong> Reality. Geelong, Victoria:Deak<strong>in</strong> University Press.Mart<strong>in</strong>, J.R. and Rothery, J. (1980) Writ<strong>in</strong>g Project, Report No. 1, Work<strong>in</strong>g Papers <strong>in</strong> L<strong>in</strong>guistics No.1. University of Sydney: Department of L<strong>in</strong>guistics.1) Writ<strong>in</strong>g Project, Report No. 2,Work<strong>in</strong>g Papers <strong>in</strong> L<strong>in</strong>guistics No. 2. University of Sydney:Department of L<strong>in</strong>guistics.