Analyzing descriptive report writing among English language learners in Japan through a genre-based approach to second
language writing
This mixed-methods study evaluated the evolution of thematic development in descriptive report writing among 12
first-year English for Academic Purposes (EAP) university students in Japan over the course of a 15-week program. The program
employed a genre-based approach within a Systemic Functional Linguistic framework. Four consecutive information report essays (two
pre-essays, a post-essay, and a delayed test essay) were analyzed to assess the student’s writing progress. The results revealed a
general progression, starting with limited Theme development in the first pre-essay, to some students exhibiting a growing
familiarity with coherence and cohesion in terms of the generic structure of descriptive reports.
Article outline
- 1.Introduction
- 2.Literature review
- 2.1Descriptive reports in higher education
- 2.2SFL
- 2.3Coherence, cohesion, Theme, and Rheme
- 2.4Thematic development
- 2.5Definitions of Hyper-Theme and hyper-new
- 2.6Hyper-Theme and hyper-new in English learning contexts
- 3.Methodology
- 3.1Participants
- 3.2Study context
- 3.3Classroom interventions and the essay collection
- 3.4Data sources and data coding
- 3.4.1Scoring on essays
- 3.4.2Analysis of Theme in the students’ essays
- 4.Results
- 4.1Phase 1: Scoring essays
- 4.2Phase 2: Case study – Theme and thematic development (coherence and cohesiveness)
- 4.3Thematic development
- 4.3.1Case 1: Student no. 3 (consistent score)
- 4.3.2Case 2: Student no. 7 (successful student)
- 4.3.3Case 3: Student no. 4 (unsuccessful student)
- 5.Discussion
- 6.Conclusions
- Conflict of interest statement
- Acknowledgements
- Note
- Author queries
-
References
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