Author(s)

Linyu Liao ¹, Don Yao ²

Affiliation(s)

¹ School of Foreign Language, Guangdong Medical University, Dongguan, Guangdong, China
² College of Humanities and Foreign Languages, China Jiliang University, Hangzhou, Zhejiang, China

Corresponding Author

ABSTRACT

To reinforce the pedagogical significance of genre analysis in EAP, the current study analyzed thirty research article abstracts in TESOL with genre analysis approach, aiming to serve non-native pre-service/novice English teachers. The results showed that TESOL Abstract generally includes these moves: Introduction, Purpose, Method, Results, and Conclusion (optional). In addition, move signals are common in Abstract and the tenses in Abstract vary with moves. Finally, two teaching designs were recommended on how these findings can be utilized to inform EAP pedagogy. The task-based genre approach proposed in this paper endows learners with both genre knowledge and genre skills. The pedagogy based on 'teaching-learning cycle' facilitates learners to write qualified abstracts step by step. In real teaching practice, the two methods can be used synthetically to yield maximum benefits.

KEYWORDS

CITE THIS PAPER

Linyu Liao, Don Yao, Genre Analysis in EAP—A Case Study of TESOL Research Article Abstract. Curriculum and Teaching Methodology (2023) Vol. 6: 111-118. DOI: http://dx.doi.org/10.23977/curtm.2023.061217.

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