| Project/Area Number |
23520707
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Kyushu University (2012-2013)
Tokyo University of Agriculture (2011) |
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Principal Investigator |
YASUDA Sachiko 九州大学, 言語文化研究科(研究院), 准教授 (60386703)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 外国語ライティング / ジャンル / タスク / ジャンル意識 / 言語意識 / 英語教育 / ライティング / 外国語 / 第二言語習得 / Genre / Genre-based Pedagogy / Rhetorical Awareness / EFL writing / Writing-to-Learn / Learning-to Write / Lexical Knowledge / Academic Literacy / Genre-based pedagogy / Rhetorical awareness / Grammatical metaphor / Academic literacy / Email writing / Summary writing |
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| Research Abstract |
This study investigated longitudinal changes in writing performance and lexicogrammatical choices of foreign language (FL) writers who engaged in systematically designed genre-based tasks. The findings based on the comparisons of their pre-instructional and post-instructional writing performances revealed that enhanced genre awareness positively affected the way students wrote the genre. At the beginning of the course, the students tended to pay attention to grammatical accuracy rather than sociolinguistic concerns, such as who the reader is, in what situation they write, and why they write the genre. However, at the end of the course, the students demonstrated a significant shift in the ways they conceptualized the genre. Specifically, their concerns shifted to more genre-specific lexicogrammatical issues that could accommodate the needs of the given rhetorical contexts. The changes in their genre awareness also affected their actual lexicogrammatical choices.
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