Author(s)

Yu Dai

Corresponding Author

Yu Dai

ABSTRACT

This paper seeks to examine the effect of genre-based pedagogy on the students' reading ability and critical thinking skills development in Content and Language Integrated Learning. The study is based on the Systemic Functional Linguistics (SFL) Model of Chinese EFL learners' ability in writing, thinking critically as well as the general autonomy. According to the above situation, the study chose forty intermediate EFL learners from eighty L2 learners based on their performance about the language understanding of the Oxford Placement Test (OPT). Further, the researcher divided the learners into two groups. Between the two groups, the first group was set to act as a control group while the other one as an experimental group. The number of learners was twenty learners per group. After analyzing the collected data, it is clear that students in the experimenting group who were receiving the genre-based writing instruction outperformed the control group on the two tests. In addition, post-observation results showed that participants' behavior showed that the frequency of all autonomy criteria increased more on the experimental learner group. Therefore, this study supports the decisive role of genre teaching in second language education.

KEYWORDS

Genre instruction, Critical thinking, Writing achievement, Autonomy