A Journal
Review on:
A
Genre-based Approach to Computer-Assisted
Language
Learning
A.
Introduction
Genre analysis is an approach to study
communication patterns and thus it can be applied to the specific context of
meetings. This research investigates the use of genre analysis in the design of
electronic meeting systems.
The primary goal of genre analysis is to understand how virtual communities use digital communication to collaborate. This knowledge is fundamental for informing the design of information systems, particularly in areas where communication and informality are paramount. However, the research literature does not report any experiments where genre analysis has been used to inform the design of electronic meeting systems.
The primary goal of genre analysis is to understand how virtual communities use digital communication to collaborate. This knowledge is fundamental for informing the design of information systems, particularly in areas where communication and informality are paramount. However, the research literature does not report any experiments where genre analysis has been used to inform the design of electronic meeting systems.
B.
The
title of journal
A Genre-based Approach to
Computer-Assisted Language Learning
C.
The
researcher
Quynh Lê (qle@lawson.its.utas.edu.au):
Applied Computing & Mathematics Department, University of Tasmania
D.
The
purpose of Research
This
research intends to as follows:
Ø Critically examine the educational
link between genre analysis and computer assisted learning
Ø Explore ways of developing software
that is based on genre analysis to help ESL students learn scientific genres.
Ø Enhance the learning of academic
English, particularly scientific genres, by non-English speaking background
students.
E.
Discussion
In this research, Quynh Lê tries to critically
examine the educational link between genre analysis and computer-assisted
learning and explores ways of developing software that is based on genre
analysis to help ESL students learn scientific genres. It is undertaken to
enhance the learning of academic English, particularly scientific genres, by
non-English speaking background students.
Yet, before stepping so far to the issue which
will be discussed, it would be better to define clearly what genre analysis and
computer assisted learning are.
þ
Genre
analysis
Gerot and Wignell defined a genre as a culturally
specific text-type which results from using language (written or spoken) to
(help) accomplish something. Meanwhile, Martin in Eggin (1995) offers two
useful definitions of genre:
Ø A
genre is staged, goal-oriented, purposeful activity in which speakers engage as
members of our culture
Ø Genres
are how things get done, when language is used to accomplish them
For example
a doctor wants to examine a patient; he has to do a series of steps and uses
language in particular ways, starting from greeting, inviting patient to tell
his symptom. After examination, he tells the patient to do and not to do. Then
he gives advises and treatment for the patient. The consultation closes with
some kind of leave-taking. This is how it is done in an English-speaking
culture.
In this respect, genre is culture specific, and
has associated with the particular purposes, particular stages (distinctive
beginning, middles and ends) and particular linguistic features. Eggin (1995)
stated that the concept of genre is used to describe the impact of the context
of culture on language, by exploring the staged, step-by-step structure
cultures institutionalize as ways of achieving goals. When we describe the
staged, structured way in which people go about achieving goals using language,
we are describing genre.
þ
Computer
assisted learning
F.
Conclusion
Having
elaborated aforementioned explanation before, henceforth I can draw some
conclusions as follows:
1.
This paper has come to conclusion that “relevance”
and “cooperation” are applicable for teaching-learning by understanding and
operationalizing their key concepts. As Lowe (2004) points out, theory that
informs practice based on the philosophy of language provides a useful tool for
the reflective language teacher, and is currently an underexploited resource
This brief discussion has attempted to outline the relevance of pragmatic
theory to educational discourse, suggesting that it encourages educators to pay
greater attention to the educational process as an essentially cooperative
activity, "cooperation" in this sense being rigorously defined in
terms of transactional maxims and interactional principles.
References:
Eggin,
Suzanne.1994. An Introduction to Systemic Functional Linguistics. London
Gerot,
Linda and Wignell, Peter. 1995. Making Sense of Functional Grammar: Sydney
Thomas,
Jenny. 1995.Meaning In Interaction. New York
Yule,
George.1996. Pragmatics: Oxford
University
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