Abstract:
The main purpose of the present quasi-experimental study was to investigate the
effects of linear process versus genre-based approach on EFL learners’ written
production. To this end, 40 learners of English at intermediate level were
randomly selected as the participants of the study and assigned into two groups
of experimental (process and genre) which received different types of instruction
for 8 sessions. Narrative and process-tasks were employed to collect data from
the participants. The collected written data was quantified in terms of the
accuracy measure. Independent samples T-test was employed as the statistical
means of analysis. The results of the study revealed no difference between the
performances of two groups in written narrative task, however, the result of
statistical analysis in process task was significant. The study might carry some
pedagogical implications for second language teachers, SLA researchers, teacher
education and task designers.
Machine summary:
"The Impact of Linear Process versus Genre-Based Approach on Intermediate EFL Learners’ Accuracy in Written Task Performance Zahra Talebi 1, Nader Asadi Aidinlu *2, Haniyeh Davatgari Asl 3 1,2,3.
7. 1 Abstract The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ writtenproduction.
genre-approach, process, accuracy, learner, written production task Keywords: Introduction Over the past three decades, a major paradigm shift has emerged in second or foreign language writing research and pedagogy.
The present study explores a particular view of genre-driven Systemic Functional Linguistics (SFL) pedagogy and its practical applications for some aspects of writing approaches in an EFL context.
Thus the main purpose of the study is to investigate the effect of linear process versus genre-based approach on intermediate Iranian EFL learners’ written task production.
SFL view of genre more systematically articulates than the other two approaches to genre the precise relationship between language and content, in that it offers more explicit tools for identifying the lexico-grammatical features that are relevant in the construction of different kinds of text types or genres as shaped by particular contexts (Martin, 2009; Martin & Rose, 2008).
Bearing the gap in the literature in mind, specifically, investigation of two approaches (process, and genre) could contribute to SLA literature to provide theoretical and pedagogical insights into how instruction that is guided by the notion of genre and tasks plays a role in facilitating FL writers’ language and writing development.
This study aims at addressing the following research questions: RQ1: Are linear process and genre-based approaches differentially effective in the improvement of accuracy in narrative-task writing among intermediate EFL learners?"