Machine summary:
"Hyon, in her 1996 TESOL Quarterly article, separated genre theorists and practitioners into three camps: the Sydney School, based on the Systemic Functional Linguistics work of Halliday (1985), which has developed research and well-established pedagogies at a number of academic levels (see Feez, 2002); the English for Specific Purposes (ESP) camp, whose most famous exponent, John Swales, is internationally-recognized for Genre Analysis (1990) and moves in research article introductions; and The New Rhetoric (NR) group, principally North Americans, for whom genre knowledge has been considered to be primarily social, embedded in the community and context of writer and audience (See, e.
Moreover, genre studies have predominantly addressed writing instruction (Kay & Dudely-Evans, 1998) and very few empirical studies, like Atai and Khatibi (2010), have ever focused on the effect of genre-based teaching on oral skills including listening comprehension performance and speaking fluency of EFL learners.
Some of the speaking tasks, in non-genre group, that aim at helping students use language in real-life situation were (1) pre- teaching the topic-related words, phrases, and collocations, (2) brainstorming, (3) reading a passage and discussing the main points, (4) listening to a passage and discussing the main points, (5) looking at the photos and talking about the common theme, (6) expressing personal opinions on a famous quote, (7) establishing a relationship between the situations in the passages and the situations they had experienced themselves, (8) surfing the Net on some specific topics and reporting them to the whole class, and (9) watching a video and arguing for/against the main theme."