GENRE BASED INSTRUCTION

(GBI)

Name : Hikmah Pravitasari

NIM : S 200 140 026

GENRE BASED INSTRUCTION (GBI)

Introduction

Genre-based Approach (GBA), where teaching

and learning focuses on understanding and

production of selected genres of texts, have been

identified by Rodgers in Fauziati (2001) as a major

trend in English language teaching (ELT) in the

new millennium.

INTRODUCTION

According to Swales (1990) and Bhatia (1993),

basically, GBA is teaching language based on

results of genre analysis, the study of how

language is used within a particular setting and is

concerned with the form of language use in relation

to meaning.

INTRODUCTION

Teaching and learning around texts or genres has

become increasingly influential in mainstream ELT

in a number of situations, including “primary,

secondary, tertiary, professional and community

teaching contexts” involving “native speakers of

English as well as ESL and EFL learners”, and “in

countries as diverse as Singapore, South Africa,

USA, Italy, Hong Kong, Australia, UK, China,

Canada, Sweden, and Thailand” (Derewianka,

2003).

AN OVERVIEW OF GENRE-BASED

INSTRUCTION

Johns (2002)

• Genre as a means for analyzing text has become a means for better pragmatic and linguistic understanding of texts

Hyland (2004)

• Genre in classroom practice recognizes that the features of similar group of text depend on the social context in which the text is created and used.

Van Dijk(1997 )

• Genre is called as a group of the texts that share specific discourse feature.

UNDERLYING PRINCIPLES OF GENRE-BASED

INSTRUCTION

LINGUISTIC PRINCIPLES

Hyland (2003)

• GBI has varied theoretical bases in linguistics, such as Rhetorical Structure Theory in North America (Mann & Thompson, 1988) and Generic Structure Potential theory in Australia (Halliday & Hasan, 1989), in fields such as genre analysis.

Henry & Roseberry (1998)

• Genre analysis also examines the lexico-grammatical features of genres to identify the linguistic features chosen by users to realize the communicative purpose, and to explain these choises in terms of social and psychological contexts.

LINGUISTIC PRINCIPLES

Swales (1990)

Byram (2004)

Kay & Dudley-Evans, (1998)

But et. al., (2001)

LEARNING PRINCIPLES

Vygotsky (1978)

The learning principles which underlie GBI come from the socio-psychological learning theories

One conception states that ZPD is the zones between what Vygotsky calls ‘actual’ development (what the learner can do independently) and ‘potential’ development

(what the learner can do in the future, with the help of others now).

LEARNING PRINCIPLES

• Develops the concept of scaffolding, that is, a process through which a teacher or more competent peer gives aid to the students in their ZPD as necessary, and reduces this aid as it becomes unnecessary.

Bruner (1986)

• “Scaffolding is the way the adult guides the child’s learning via focused questions and positive interactions”.

Balaban(1995)

PEDAGOGICAL APPLICATION

Vygotsky’s ideas of learning have been

operationalized in genre-based ELT through the

notion of the Curriculum Cycle by systemic-

functional linguists such as Derewianka (1990) and

Butt et. al. (2001).

CLASSROOM IMPLEMENTATION

GBI is materialized in the two learning cycles andfour in which joint consturction and scaffolding talkplay important roles.

The Cycles in Classroom Implementation of GBIare:

1. Building Knowledge of the field or ContextExploration.

2. Modeling of Text or Text Exploration based onModel Texts.

3. Joint Construction of Text.

4. Independent Construction of Text or IndividualApplication.

THE CYCLES OF GBI

• Modeling of Text or Text Exploration based on Model Texts

• Joint Construction of Text

• Building Knowledge of the field or Context Exploration

• Independent Construction of Text or Individual Application

IC BKF

MTJCT

GENRE-BASED INSTRUCTION IN INDONESIA (THE

2004 ENGLISH CURRICULUM)

The 2004 English curriculum is designed based on

the government regulation stating that the language

education (including English) is meant to develop

reading and writing culture, and that the

competence for language subjects should

emphasize the ability to read and write, suitable for

the levels of education.

Celce-Murcia et. al. (1995)

SAMPLE OF GENRE-BASED

Narrative

A narrative is a text that tells a story. The story can be imaginary or based on a real incident.

Communicative Purpose

To entertain the reader

Examples of narrative texts

Short stories, folk tales, legends, fables, myths

The organization of a narrative text

Orientation

Present the settings of our story and introduces the characters.

Complications

The story continues here. Usually, there will be an event or a sequence of events that lead the characters into a complication (some form of conflict that disrupt the normal event). Tension starts to build up to a climax, and this draw anticipation in the readers.

Resolution

The problem starts to get resolved. Sometimes the story ends happily or viceversa, and at other times the resolution (i.e. the ending of the story) is left for the readers to decide.

SAMPLE OF GENRE-BASED

Grammatical features related to narrative texts

Action Verbs

Adjectives

Connectors related to time and sequence

Pronouns

Punctuation

Simple Past Tense

Adverbs

Compound and Complex Sentences