چکیده:
Abstract Genre-based approach has been the focus of interest in the teaching of language since the mid1980s. Genre is defined in terms of the use of language in conventionalized communicative settings. The present study made an attempt to scrutinize the effects of genre-based pedagogy on Iranian Pre-intermediate EFL leaners' reading comprehension as well as the interaction between their reading comprehension achievement and their general English proficiency. To examine the formulated hypothesis, a sample of 80 Pre-intermediate EFL learners attending a language institute was selected. Then, the participants were divided into an experimental group and a control group. The instructional procedures went on six sessions before the posttest was administered. The results of an independent samples t test revealed that genre-based pedagogy had a significant effect on Iranian Pre-intermediate EFL learners' reading comprehension. Implications of the study can include, among other things, the incorporation of genre-based pedagogy in the EFL language teaching curriculum in Iran.
خلاصه ماشینی:
Effects of Using Tenets of Genre Analysis on Iranian Pre-intermediate EFL Learners' Reading Comprehension Rezvan Adelnia, English Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran adelnia_re@yahoo.
The present study made an attempt to scrutinize the effects of genre-based pedagogy on Iranian Pre-intermediate EFL leaners' reading comprehension as well as the interaction between their reading comprehension achievement and their general English proficiency.
The results of an independent samples t test revealed that genre-based pedagogy had a significant effect on Iranian Pre-intermediate EFL learners' reading comprehension.
Keywords: Genre, genre analysis, genre move, genre-based instruction, reading comprehension, Iranian EFL learners Genre-Based Approach Introduction The term genre is used in different contexts to refer to the convention of certain texts in certain cultures (Hammond & Derewianka, 2001).
This study considered the application of genre-based approach to teaching of writing in the English for Specific Purposes (ESP) context, especially for learners aiming to use English in the professional setting.
Results The hypothesis of this study claimed that there is no significant difference between the performances of students who receive a traditional approach in teaching reading comprehension and those who are instructed using genre-based approach.
In so far as the question of the study is concerned, the results of an independent samples t-test showed that there was a significant difference between the performance of the participants of the experimental group and the control group in terms of reading comprehension, when genre-based was applied to teach reading.