Yang Ruiying PhD, Professor Xi’an Jiaotong University Email: yangryd@mail.xjtu

1. Genre analysis and ESP teaching: The cases of research article and conference presentations Yang Ruiying PhD, Professor Xi’an Jiaotong University Email: yangryd@mail.xjtu.edu.cn

2. Outline Background Definition of ESP Difficulties to teach ESP Genre Analysis Definitions of genre Academic genres Genre-based ESP teaching

3. Background: ESP in the West Expansion of scientific, technical and economic activity on the international stage after World War II; Language is functional and it varies according to differences in situation; Language teaching for particular groups of learners should prime the features of the language in the particular situation of learners.

4. Background: ESP in China Globalization and education internalization; China’s more and more active role in economic, commerce and science and technology on the international stage.

5. Definition of ESP Defining characteristics by Dudley - Evans (1997) ESP is defined to meet specific needs of the learners ESP makes use of underlying methodology and activities of the discipline it serves; ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

6. ESP should be seen as an “approach” to teaching… (Anthony, 1997) ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning” (Hutchins, 1989:19)

7. English for business and economics English for science and technology English for medical studies English for academic purposes English for accounting Bilingual courses?? (Jia Weiguo, 2010)

8. ESP is the teaching of English, not the teaching of subject matter. In ESP classroom, there should be close cooperation between teachers and students; teachers have more knowledge of the language while students know more of the subject matter. (Personal communication with Professor Winnie Cheng in April 2009) Bilingual courses – teaching subject knowledge through English

9. Difficulties to teach ESP Lack of teachers with subject knowledge; Lack of suitable materials; Focus on English or focus on subject knowledge? How could teachers overcome the difficulties of subject or occupational knowledge?

10. Genre Analysis The theory of genre analysis provides us a perspective to understand and explain “texts in ESP” in terms of communicative function; It is also a focused and an effective approach to ESP teaching.

11. Definitions of genre • A genre comprises a class of communicative events, the members of which share some set of communicative purposes. • Examples of communicative events: • Wedding ceremony? • Concert? • Sales encounter? • Class lecture? • Academic conference?

13. Questions to consider: 1. What are the purposes of Wedding ceremony? 2. What is the rationale of wedding ceremony? 3. Are Western ceremony similar as that of Chinese in terms of rationale?

14. These purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constrains the choice of content and style.

15. Communicative purpose is both a privileged criterion and one that operates to keep the scope of a genre as here conceived narrowly focused on comparable rhetorical action. • In addition to purpose, exemplars of a genre exhibit various patterns of similarity in terms of structure, style, content and intended audience. If all high probability expectations are realized, the exemplar will be viewed as prototypical by the parent discourse community. • (Swales, 1990: 58)

16. Instances of genre Instruction leaflet, letters, personal letters, official letters, public notice, story, poems, news report, speech, debate, academic articles, etc.

17. Text type • A traditional concept based on the form of text such as poetry, novels, drama, fairy tales etc.

18. Genres and text types • Genre names overlap with text types, but the conceptualization is different. • Text types are classified on the basis of format and formal structure. • Genre is recognized as a communicative event sharing some communicative purposes. • This difference in conceptualization results in different ways and methods in interpreting discourse.

19. Large patterns in text: problem-solution, general-specific, claim-counter claim • Discourse analysis • Describes language above the sentence level; • Studies language in use or in context; • e.g. Halliday and Hasan: Cohesion in English • (1976) ; • Michale Hoey: On the surface of discourse • (1983); Patterns of lexis in text (1991).

20. Genre analysis • Investigates the discourse which share some common communicative purposes. • Aims not only to describe the discourse features but also to explain the features in the light of communicative purposes and the institutional culture.

21. Primary genres in academic settings

22. Supporting Genres (Swales 2011) Getting into Graduate School Statements of Purpose Personal Statements Finding Your Voice in the Academic Community Communicating with Seniors Communicating with Co-authors Requests and Reminders Writing Apologies Establishing Yourself in Graduate School Small Grant Applications Other Applications Letters of Recommendation Supporting the Publication Process Manuscript Submissions Responding to Reviewers and Editors Moving on to an Academic or Research Career Curricula Vitae External Job Applications Statements of Teaching Philosophy

23. Genre-based ESP teaching The overall purpose of teaching is to enable learners to use language functionally, so the teaching combines language forms and functions. It examines the structure of discourse, the relationship between language forms and discourse functions as well as linguistic features.

24. Traditional approach of Course design Needs Analysis Genre analysis can inform syllabus design and materials design or adaptation Develop / Select / Adapt Materials Evaluation of learner achievement Design Syllabus

25. Genre-based course design DISCOURSECOMMUNITIES Ethnography Evaluations and validations INSTRUCTIONAL MATERIALS AND ADVICE Access routes for the designer Discourse analysis GENRES LANGUAGE LEARNING TASKS Methodology SECOND LANGUAGE ACQUISITION (Swales 1990:69)

26. Speech community • Ethnography: This stage comprises analysis of the relevant discourse communities of the course participants by observation, participation, interview and questionnaire.

27. Evaluations and validations: This stage refers to the evaluation of instructional materials and claims made in textbooks, handbooks or other sources of advice.

28. Discourse analysis: This stage comprises the analysis of the targeted texts central to the discourse community, not only the finished products, but also the drafts, plans, revisions. It can also compare the processes and products between apprentice and expert members and the use of ‘specialist informants’.

29. Task is central to methodology. • Methodology: It is not possible to say that one method is better than another because classroom practices cut cross methods. Most of the differences that exist reside in the nature of tasks and their arrangements. Human activity, whether in employment or in the classroom can be seen as a series of tasks – some having a communicative aspect, others not.

30. Swale’s definition of task: One of a set of differentiated, sequenceable goal-directed activities drawing upon a range of cognitive and communicative procedures relatable to the acquisition of pre-genre and genre skills appropriate to a foreseen or emerging sociorhetorical situation.

31. Case Study 1: Research Article (RA) The genre of English research articles (RAs) Do you or your students have a need to publish RAs in English? Do you think it is difficult to write RAs in English? How would you teach it if it is required?

32. Task Design Task 1: Please read the RA Introduction on your worksheet and answer the questions below. 1. what do you think is the communicative purpose of RA introduction? 2. How are the purpose realized in the text? 3. What smaller units of meaning constitute the text?

33. The CARS Model (Swales 1990:141)

34. Task 2. Are some words and phrases work harder to realize the units of meaning in the text? Underline those hard-working words.

35. Plenary Paper Poster Discussion Case study 2: Conference Presentation Panel Roundtable Section Workshop Others… Academic Conference genres Social Open Closed Part Whole Organizational Ventola (2002)

36. Video Task 1: Read the Introduction of a conference presentation and answer the question: Do you agree that conference presentation is just an oral form of the written RA? Give your reasons.

37. Task 2. 1. How do you evaluate the Introduction? 2.What is the difference between the RA introduction and CP introduction according to your current experiences with them?

38. The potential structure of the Beginning of CP

39. The potential structure of the Introduction section of CP

41. RA in engineering RA in applied linguistics RA in management Thesis and Dissertation RA in medicine Conference presentation

42. RA in engineering RA in applied linguistics RA in management RA in medicine Thesis and Dissertation Conference presentation

43. Genre knowledge consists of : • The social and communicative purpose of genres; • Contextual and situational information; • Participants background and expectation; • Discourse structure; • Genre development and change; • Linguistic characteristics; • Genre-mixing and colonizing

44. Resources for ESP courses English for Specific Purposes Journal of English for academic purposes

45. Studies on the rhetorical structures of academic genres. Studies on the rhetorical structure of other related academic genres such as dissertation, book review, acknowledgement, personal statement.

46. Studies on the particular features of RAs such as metadiscourse, reporting verbs, evaluation, self-citation, etc. Studies on professional genres such as legal reports, auditing report, etc.

47. Summary ESP is the teaching of English. It should focus on English, not the subject knowledge, but some very basic and general subject knowledge is helpful. ESP teaching must be student-centered. Students can contribute their subject knowledge to the teaching and learning process.

48. Teachers can guide students to pay attention to the use of language and help them to investigate the generic features independently in their own discipline. Genre-based ESP teaching offers an effective approach to syllabus design and materials design. Genre studies provide rich resources for ESP teachers to draw upon in teaching.

49. The importance of genre knowledge • Genres are essential elements of languagejust as words, syntactic structures, and sound patterns. In order to express one’s individual thoughts, one must use available patterns for speech; that is to say, genres, in one way or another. Virtually every communicative interchange between people, whether in speech or in writing, involves generic structure… (Berkenkotter and Huckin 1995:160-161)

50. Thank you very much! 谢谢大家