Leveraging Genre Theory
A Genre‐Based Interactive Model for the Era of the Common Core State Standards
Bibliographic Data
| ID | 8938669 |
|---|---|
| Authors | Francis John Troyan (0000-0002-1498-8043, The Ohio State University, corresponding author) |
| Year | 2014 |
| Volume | 47 |
| Issue | 1 |
| Pages | 5-24 |
| Publication date | 2014-01-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12068 |
| OpenAlex | W1581985290 |
| Language | EN |
| Citations received | 14 |
| References cited | 27 |
Recent educational standards have refocused the goals of foreign language (FL) instruction on “the purpose of communication” (ACTFL, 2012, p. 1) across the three modes of communication (interpersonal, interpretive, and presentational). To this end, this article considers a linguistically based genre theory as a means of enhancing instruction of presentational (writing) communication that is linked to authentic model texts. The genre theory considers all language as texts (genres) that are realized in contexts (registers) through knowledge and use of a functional grammar for making meaning called Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2004, 2013). Key research from English as a second language (ESL) and FL education in the United States establishes empirical evidence of the effectiveness of instructional approaches based in this genre theory. To articulate a genre‐based model of instruction for FL education linked to the National Standards (2006), the genre theory is incorporated into the Interactive Model for Integrating the Three Modes of Communication (Shrum & Glisan, 2010). Finally, implications of genre theory are discussed and recommendations are made for next steps to meet the goals articulated for FL education in the era of the Common Core State Standards (ACTFL, 2012; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
Grammar · Interpersonal communication · Linguistics · Pedagogy · Presentational and representational acting · Sociology · Systemic functional linguistics · Communication · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Critical SFL praxis in teacher education
Preparing Teachers for Plurilingualism through Language Awareness
Teaching the concept of Typified Situation to promote foreign language interaction in classroom instruction and study abroad
Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach
Alors, on va faire une activité
Empowering Arabic learners to make meaning
SFL pedagogies in language education
Generic, Discourse, and Lexicogrammatical Characteristics of a Listening Exercise in an EFL Classroom
The Functions of Reflection in High‐Stakes Assessment of World Language Teacher Candidates
Learning to Mean in Spanish Writing
Integration PCK
The creative abilities of preservice world language educators
Writing recounts of habitual events
A case for a functional linguistic knowledge base in world language teacher education
English Text
Halliday's Introduction to Functional Grammar
Genre-based tasks in foreign language writing
Learning How to Mean
Genre and language learning
An Introduction to Functional Grammar
Learning to write, reading to learn
The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum
Disciplinary Literacies Across Content Areas
Into the Mother Tongue
Genre-based pedagogies
Towards a language-based theory of learning
Genre pedagogy
The Structure of Social Interaction
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,17 |
| Citation span | 2014 - 2024 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |