Introducing Genre into Japanese-as-a-Foreign-Language: Toward a Genre-Specific Approach to Elementary/Intermediate Writing

Autor/in	Shinji, Kawamitsu
Titel	Introducing Genre into Japanese-as-a-Foreign-Language: Toward a Genre-Specific Approach to Elementary/Intermediate Writing
Quelle	In: L2 Journal, 7 (2015) 4, S.63-90 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
Schlagwörter	Japanese; Second Language Instruction; Grammar; Writing Instruction; Psycholinguistics; Social Influences; Sociolinguistics; Textbooks; Educational Theories; Writing (Composition); Language Usage; Personal Narratives; Intermediate Grades; Elementary Education; Reading Instruction; Feedback (Response) + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Fremdsprachenunterricht; Grammatik; Schreibunterricht; Psycholinguistik; Sozialer Einfluss; Soziolinguistik; Textbook; Text book; Schulbuch; Lehrbuch; Educational theory; Theory of education; Bildungstheorie; Schreibübung; Sprachgebrauch; Erlebniserzählung; Mittelstufe; Elementarunterricht; Leseunterricht
Abstract	Despite the social turn in views of language and the increasing attention to an application of genre theory in teaching languages, the field of Japanese-as-a-Foreign-Language (JFL) has not yet found genre a valuable resource for approaching learners' writing ability. Writing is still practiced as a psycholinguistic space to check learners' understanding of grammar structures and "kanji," and writing assignment prompts are often designed to fit into the corresponding grammatical units. Part I of this paper, by employing a functional linguistics-oriented genre theory, maps elementary/intermediate JFL grammatical units into "register," which is the primary contextual parameters that construe social meanings, and illustrates the process of transferring grammatical resources into "genre" so that language instructors can make their own model texts and can approach their learners' writing from a genre-specific perspective. Part II of this paper illustrates a practical implementation as the form of pedagogic report. It illustrates how the constructed model text was used in an actual JFL classroom and argues its potential for a curricular context. In essence, the present study intends to lay the groundwork for creating an applicable genre approach in a JFL curriculum that contextualizes elementary/intermediate learners' writing as a way to represent their social views. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01