L2 genre learning in an uninstructed setting

Abstract

In the field of English for Specific Purposes (ESP), there has been an increase in genrebased research. Much of this research has aimed to describe specific genres in terms of their move sequences, linguistic features, and contexts of use. Recently, some studies have investigated how learning a genre can occur within genre-based writing instruction (e.g. Cheng, 2011). However, there has been limited investigation of how genre learning occurs outside instructional settings. The present study combines sociocultural theory and genrebased analysis of texts to investigate learning of a genre in an uninstructed setting. Specifically the study examined how four international students for whom English is an additional language approached the learning of the Methodology Recount assignment genre (Nesi & Gardner, 2012). Using data from interviews and journals, the study examined how the participants developed their understandings of genre expectations and the role social interaction played in this. Following Swales (1990), an analysis was made of the communicative moves by which the participants organised their writing of the Methodology Recount genre. The combination of these approaches helped foreground context and explain the communicative moves found in the participants’ writing. Findings indicated clear differences between the more and less experienced participants in their understanding of genre expectations and substantial development in the awareness of the less experienced participants. Four pathways of development were followed: 1) referring to the assignment hand-out; 2) analysing and imitating research articles; 3) participating in social interaction; and 4) drawing on previous experience. The patterns of move use identified in the participants’ writing were largely explained by these pathways. Participation in social interaction appeared to play a significant role in the development of the participants’ understanding of genre expectations and the moves they employed. One key finding was that peers with similar levels of expertise were able to effectively assist each other through differences in their individual perspectives and strengths. Support was also found for claims that learning results from peer-peer interaction (e.g. Ohta, 2000a) and that the learning of genres is typified by the rhetorically-sensitive noticing, transference, and performance of genre features (e.g. Cheng, 2007).