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Genre and text type in ESP - Coggle Diagram
Genre and text type in ESP
ESP & SFL
Similarities
share the fundamental view that linguistic features are connected to social context and function.
driven by the pedagogical imperative to make visible to disadvantaged students the connection between language and social function that genres embody
committed to the idea that this kind of explicit teaching of
relevant genres provides access to disadvantaged learners
Differences
target audiences
ESP
advanced,
often graduate-level
international students in British and
U.S. universities
non-native speakers of English
are linguistically disadvantaged.
SFL
economically and culturally disadvantaged school-age children
genre used
ESP
identifiable
the analytical and pedagogical focus has been on actual
the analytical and pedagogical focus has been on actual
community identified genres used within those disciplinary settings
research article
literature review
literature reviews
conference abstracts
research presentations
grant proposals
job application letters
academic lectures
various medical texts
legislative documents
SFL
focus on pre-genres
tended to define context at a fairly macro level
locate genre at
the level of “context of culture.”
Discourse Community, Communicative
Purpose, and Genre
Discourse community
characteristic
has a broadly agreed set of common public goals
have mechanisms of intercommunication among its members
membership within a discourse community depends on individuals using these mechanisms to participate in the life of the discourse community
a discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aim
has acquired some specific lexis
has a threshold level of members with a suitable degree of
relevant content and discoursal expertise
communicative event
random or idiosyncratic
motivated by a unique
distinct purpose
genre
help members of a discourse community to
achieve and further their goals
help new members acquire and become initiated into a discourse community’s shared goals
a class of communicative events that has formed in response to some shared set of communicative purposes
ESP Approaches to Genre Analysis
steps to analyzing genres
placing a given genre-text in its situational
context
surveying the existing research on the genre
refining the researcher’s understanding of the genre’s discourse community
collecting a corpus of the genre.
introduces
an ethnographic dimension
moves from context to text
seek a specialist informant from the
research site to verify findings
trajectory that most ESP genre approaches
moving from context to textual analysis
at the textual level, applying various levels of linguistic analyses
from lexico-grammatical features to language patterns to larger structural patterns
typical “moves” authors make within the introduction
move 1:establishing a territory
move 2: establishing a niche
move 3: occupying the niche
ESP and Critical Approaches to Genre
Benesch
unwittingly reproduce the very academic cultures of power
exclude non-native speaking students
limit the participation of nonnative-speaking students in academic culture
Peterr Master
ESP to be more self reflective about its role
spreading global English
helping language learners meet the needs of institutions and workplaces
Enquiry of effective participation within discourse community
what they obscure
the ability to know why genre and purpose exit
whose interest they serve
whose interest they exclude
what they make possible
The difference in emphasis between communicative purpose and social action
reflects different analytical trajectories between
ESP and rhetorical genre approaches
Rhetorical genre researcher
tend to question whether explicit teaching of genre is enough
arguing instead for a more immersion
ethnographic-based pedagogy in which students encounter, analyze, and practice writing genres
in the contexts of their use
underscores different pedagogical philosophies and goals