Using the process genre approach to teach english writing skill to the 11th graders effectively

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY -000 - USING THE PROCESS GENRE APPROACH TO TEACH ENGLISH WRITING SKILL TO THE 11!" GRADERS EFFECTIVELY TRUONG DAI HOC MQ TP.HCM THU VIEN A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by LAM HUU DUC Supervisor: Assoc Prof Dr NGUYEN THANH TUNG Ho Chi Minh City - 2013 ABSTRACT The teaching and learning of the English writing skill at high school has recently received more implementation attention of an from teachers effective and method learners; which can however enhance the choice students’ and learning motivation and writing performance at the level of standardized conformation has not yet been finalized Thus, the present study aims to investigate the feasibility and educational value of the process genre approach in writing instruction Adopting the advantages of the current process approach and the genre pedagogies from Sydney school, the researcher applied the modified process and genre model of writing proposed by Badgerand White (2000) to teach English writing skill to the 11" graders in an attempt to find out to what extent the trial approach could help improve their writing performance and raise their confidence in writing to meet their communicative needs Data were collected from 87 high school students of the two classes at Doc Binh Kieu High School in Tien Giang Province for eight weeks in the form of experimental teaching with pre- and post-tests to measure their performance and journals and questionnaires to find out their reflections on the learning process The outcomes of the significant improvement study indicate that the Experimental group attained the in the post-test results due to the treatment of process genre approach Additionally, the students expressed positive attitudes towards it and showed high appreciation for its effects in terms of raising their linguistic awareness and application, boosting confidence in writing in the particular genres and improving their overall writing skill Three further outcomes were not intended, but also generally positive They were the affirmation of a new and innovative teaching approach, new opportunities for students, and a new role for the teacher iv TABLE OF CONTENTS STATEMENT OF AUTHORITY i RETENTION AND USE OF THE THIESTS . G193 x0 hy re ii \0.49À)40858.6/0./00 11101172777 iii ABSTRACT HH TH 0T TT ng nà 08879 iv IV.\:0519)69)0600501111177 V LIST OF TABLES 1107177 ix IR409)9/€6004 117 X LIST OF 12)) 4247.0010) xi 0;! 04 05.001069.40)918/ 00/9053 ID; (2002 1.2 Aim and scope Of the S{UỦYy - GÌ TH ng IN:C Si 00-00 Nuôi c0 IỄNi vi v-S0N nh CHAPTER 2: LITERATURE REVIEW 2.2 The product-oriented apprOachh 2.3 Process apD rOACH g9 NA -uaa lo Tố 1.5 Organization bái 2.1 Introduction - - «sọ - 2.4 The genre-based approachh TH HH HH Tu - - -‹ c9“ Họ in ng TH nu HT TH TH HH TT ng in 7 ve 13 2.4.1 An overview Of genre fÏH€OTY - «sọ Họ gn rg 13 2.4.2 Genre-based pedagogies " PÀ Nhi 0000) 100 a0 (0n cọ KH ng 9n ưy 14 15 2.4.4 The positive and negatIve sides ofthe genre-based approach - 19 2.5 Comparing product, process and genre-based approaches +-«« «