gender-based education and reading understanding in english with specific purposes: systematic review
Keywords:
discursive genres, english for specific purposes, reading, teaching, effectivenessAbstract
Genre-based teaching has widely been accepted worldwide in the context of English for Specific Purposes (ESP) in all its branches. However, Teachers do not have Access to systematic reviews providing input for an appropriate teaching practice according to the principles of Evidence Based Practice regarding Reading and reading comprehension teaching. Objective: to describe the effectiveness of genre-based teaching for reading comprehension in English for Specific Purposes students. Methodology: It was performed a systematic review. Search criteria included articles selection by skill (reading comprehension) and study design (experimental only), among other. Results: few studies on the efficiency of genre based teaching on Reading comprehension in English with Specific Purposes were found. Three categories arose: general effectiveness, foreign language proficiency and students’ gender. A trend to research on other variables was also observed. Conclusions: it is recommended to teach genre based reading comprehension in the teaching practice of English for Specific Purposes, taking into account groups’ homogeneity just in terms of general foreign language proficiency. However, more research on the issue is needed.
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References
Abbaszadeh, Z. (2013). Genre-Based Approach and Second Language Syllabus Design. Procedia - Social and Behavioral Sciences 84, 1879 – 1884.
Adelnia, R. y Salehi, H. (2016). Effects of Using Tenets of Genre Analysis on Iranian Pre-intermediate EFL Learners' Reading Comprehension. International Journal of Foreign Language Teaching & Research, 4, (14), 35-45.
Aziz, J. (2015). Genre Analysis and Reading Comprehension: The Potentials of Genre Analysis to Faster the Literacy Skills of Iraqi EFL Students. Theory and Practice in Language Studies, 5, (12), 2453-2458.
Barrantes, L. (2009). A brief view of the ESP approach. Letras 46, 25-143.
Bearman, M., Smith, C., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M. y Neumann, D. (2012). Systematic Review Methodology in Higher Education. Higher Education Research and Development, 31(5), 625-640.
Bhatia, V. (1997). Genre-mixing in academic introductions. English for Specific Purposes, 16 (3), 181-195.
Bhatia, V. (2002). Applied genre analysis: a multiperspective model. Iberica, 4, 3-19.
Changpueng, P. (2013). The Effects of the Genre-Based Approach on Engineering Students’ Writing Ability. Language Institute of Thammasat University, LITU Online Journals, 5, 1-18.
Disponible en:
http://ejournal.litu.tu.ac.th/pdf/
LITU_journal_volume_5.pdf
(Consultado el 4 de abril de 2017).
Chostelidou, D. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students’ needs. Procedia Social and Behavioral Sciences 2, 4507–4512.
Cowling, J. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes 26, 426–442.
De Jong, K. y Perdomo, B. (2016). Basis and application of an ESP course for dental students. The Journal of Teaching English for Specific and Academic Purposes, 4 ( 2), 351-359.
Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34, 133-154.
Fernández, P. (2000). Contexto pragmático, géneros y comprensión Lectora de resúmenes científicos en inglés. Anales de documentación, (3), 41-53.
Fernández, P. (2003). Esquemas formales y comprensión de géneros en lenguas extranjeras: estudio sobre la comprensión de los géneros reseña y anuncio editorial. Pragmática, (10-11), 111-122.
Flowerdew, L. (2005). An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: countering criticisms against corpus-based methodologies. English for Specific Purposes, 24, 321–332.
Flowerdew, L. (2015). John Swales's approach to pedagogy in Genre Analysis: A perspective from 25 years on. Journal of English for Academic Purposes, 19, 102-112.
Guerrero, K. (2013). Estrategias didácticas para la enseñanza de inglés en educación media general. Trabajo Especial de Grado presentado para obtener el grado de Magister en Supervisión Educativa en la Universidad Rafael Urdaneta. Venezuela.
Hyland, K. (2002). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17–29.
Hyland, K. (2007). Genre pedagogy Language, literacy and L2 writing instruction. Journal of Second Language Writing 16, 148–164.
Hyon, S. (2001). Long-term effects of genre-based instruction: a follow-up study of an EAP reading course. English for Specific Purposes, 20, 417–438.
Kafes, H. (2012). Cultural traces on the rhetorical organization of research article abstracts. International Journal on New Trends in Education and Their Implications. 3(3). Article: 20.
Recuperado el 14-10-2017.
http://www.ijonte.org/FileUpload
/ks63207/File/20.kafes.pdf.
León, I. y Martín-Martín, P. (2016). On the Importance of a Genre-Based Approach in the Teaching of English for Medical Purposes. Language Learning in Higher Education, 6 (1), 95-117.
Li Qi, L. y Rui-ying, Y. (2004). The Effects of Genre-based Instruction on EFL Readers. HKBU Papers in Applied Language Studies, 8, 95-117.
Li, L. y Guang-Chun, G. (2009). Genre analysis: Structural and linguistic evolution of the English-medium medical research article (1985–2004). English for Specific Purposes, 28, 93–104.
Lorés, R. (2004). On RA abstracts: From rhetorical organization. En English for Specific Purposes, 23(3), 280-302.
Martín, F.; Ahlgrim-Delzell, L. y Budhrani, K. (2017). Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning. American Journal of Distance Education, 3(1), 3-19.
Martín-Martín, P. (2016). El inglés para fines académicos: aportaciones en la Investigación y enseñanza del discurso científico. Revista de Lingüística y Lenguas Aplicadas, 5, 109-121.
Marzban, A. y Seifi, S. (2013). The effect of genre structure on reading comprehension ability of Iranian EFL learners. Procedia - Social and Behavioral Sciences 83, 1043 – 1048.
Morales, O. (2008). Aproximación Discursiva a la Escritura Académica de Odontología: Estructura Retórica y Estrategias de Atenuación en Casos Clínicos Publicados en Revistas Hispanoamericanas (1999-2005). Trabajo de investigación realizado como requisito parcial para obtener la suficiencia investigadora (Diploma de Estudios Avanzados) del doctorado en Comunicación Multilingüe: Estudios de Traducción, Literatura y Lingüística de la Universitat Pompeu Fabra, Barcelona-España. Tutor: Daniel Cassany.
Morales, O.; Cassany, D. y Díaz, N. (2014). Propuesta para la escritura de resúmenes y artículos científicos odontológicos. Acta Bioclínica; 4(8):34-53.
Naderi, N. y Pishkar, K. (2015). The Effect of Genre-Based Teaching on Iranian EFL Learners’ L2 Reading Comprehension. Journal of Applied Linguistics and Language Research 2 (7), 123-137.
Paltridge, B. (2017). Género e Inglés con Propósitos Específicos (IPE). Genre across borders (Publicación académica online).
Recuperado el 12 de agosto de 2017
https://genreacrossborders.org/es/
research/g%C3%A9nero-e-ingl%C3%A9s
-con-prop%C3%B3sitos-espec%C3%ADficos-ipe
Perdomo, B. y De Jong, K. (2017). Inglés con propósitos académicos en el contexto de la Odontología Basada en la Evidencia. Revista Venezolana de Investigación Odontológica de la IADR. 5 (2), 175-194.
Puji, H. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching: Practice and Critique, 5, (3), 173-199.
Reza, A. y Hejaziz, M. (2015). The effect of genre-based instruction on reading comprehension among Iranian EFL learners. Journal of Language and Literature, 6 (1).
Rozimela, Y. (2014). The students’ genre awareness and their reading comprehension of different text types. International Journal of Asian Social Science, 4(4), 460-469
Sadeghi, B.; Taghi, M y Hematti, M. (2013). The Effects of Genre-based Instruction on ESP Learners’ Reading Comprehension. Theory and Practice in Language Studies, 3 (6), 1009-1020.
Salager-Meyer, F. (1991). Reading expository prose at the opost-secondary level: the influence of textual variables on L2 reading comprehension (a genre-based approach). Reading in a foreign language, 8 (1), 645-662.
Samraj, B. (2005). An exploration of a genre set: Research article abstracts and introductions in two disciplines. English for Specific Purposes 24, 141–156.
Sánchez-Jiménez, D. (2016). Revisión crítica del concepto de género en el discurso escrito y su aplicación didáctica a la enseñanza de las lenguas con propósitos específicos. Critical Review of the Genre Concept in Written Discourse and its Pedagogical Application to Language Teaching for Specific Purposes. Estudios de Lingüística Aplicada, 34 (64), 203–232.
Shabani, M. y Fallahe, F. (2012). Investigating the Effect of Genre-Based Pedagogy on English for Specific Purpose Learners’ Reading Comprehension. World Applied Sciences Journal 18 (2): 251-260.
Shakouri, N. y Bahraminezhad, R. (2012). Needs Analysis: ESP Perspective on Genre. Journal of Education and Practice. 3 (6).
Talebzadeh, H.; Samar, R.; Kiany, R. y Akbari, R. (2013). Steps to a Successful Abstract: A Comparative Genre Analysis. International Journal of Humanities, 20 (3), 1-25.
Wassenburg, S.; de Koning, B; de Vries, M.; Boonstra, A. y van der Schoot, M. (2017). Gender Differences in Mental Simulation during Sentence and Word Processing. Journal of Research in Reading, 40 (3), 274-296.
Adelnia, R. y Salehi, H. (2016). Effects of Using Tenets of Genre Analysis on Iranian Pre-intermediate EFL Learners' Reading Comprehension. International Journal of Foreign Language Teaching & Research, 4, (14), 35-45.
Aziz, J. (2015). Genre Analysis and Reading Comprehension: The Potentials of Genre Analysis to Faster the Literacy Skills of Iraqi EFL Students. Theory and Practice in Language Studies, 5, (12), 2453-2458.
Barrantes, L. (2009). A brief view of the ESP approach. Letras 46, 25-143.
Bearman, M., Smith, C., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M. y Neumann, D. (2012). Systematic Review Methodology in Higher Education. Higher Education Research and Development, 31(5), 625-640.
Bhatia, V. (1997). Genre-mixing in academic introductions. English for Specific Purposes, 16 (3), 181-195.
Bhatia, V. (2002). Applied genre analysis: a multiperspective model. Iberica, 4, 3-19.
Changpueng, P. (2013). The Effects of the Genre-Based Approach on Engineering Students’ Writing Ability. Language Institute of Thammasat University, LITU Online Journals, 5, 1-18.
Disponible en:
http://ejournal.litu.tu.ac.th/pdf/
LITU_journal_volume_5.pdf
(Consultado el 4 de abril de 2017).
Chostelidou, D. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students’ needs. Procedia Social and Behavioral Sciences 2, 4507–4512.
Cowling, J. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes 26, 426–442.
De Jong, K. y Perdomo, B. (2016). Basis and application of an ESP course for dental students. The Journal of Teaching English for Specific and Academic Purposes, 4 ( 2), 351-359.
Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34, 133-154.
Fernández, P. (2000). Contexto pragmático, géneros y comprensión Lectora de resúmenes científicos en inglés. Anales de documentación, (3), 41-53.
Fernández, P. (2003). Esquemas formales y comprensión de géneros en lenguas extranjeras: estudio sobre la comprensión de los géneros reseña y anuncio editorial. Pragmática, (10-11), 111-122.
Flowerdew, L. (2005). An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: countering criticisms against corpus-based methodologies. English for Specific Purposes, 24, 321–332.
Flowerdew, L. (2015). John Swales's approach to pedagogy in Genre Analysis: A perspective from 25 years on. Journal of English for Academic Purposes, 19, 102-112.
Guerrero, K. (2013). Estrategias didácticas para la enseñanza de inglés en educación media general. Trabajo Especial de Grado presentado para obtener el grado de Magister en Supervisión Educativa en la Universidad Rafael Urdaneta. Venezuela.
Hyland, K. (2002). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17–29.
Hyland, K. (2007). Genre pedagogy Language, literacy and L2 writing instruction. Journal of Second Language Writing 16, 148–164.
Hyon, S. (2001). Long-term effects of genre-based instruction: a follow-up study of an EAP reading course. English for Specific Purposes, 20, 417–438.
Kafes, H. (2012). Cultural traces on the rhetorical organization of research article abstracts. International Journal on New Trends in Education and Their Implications. 3(3). Article: 20.
Recuperado el 14-10-2017.
http://www.ijonte.org/FileUpload
/ks63207/File/20.kafes.pdf.
León, I. y Martín-Martín, P. (2016). On the Importance of a Genre-Based Approach in the Teaching of English for Medical Purposes. Language Learning in Higher Education, 6 (1), 95-117.
Li Qi, L. y Rui-ying, Y. (2004). The Effects of Genre-based Instruction on EFL Readers. HKBU Papers in Applied Language Studies, 8, 95-117.
Li, L. y Guang-Chun, G. (2009). Genre analysis: Structural and linguistic evolution of the English-medium medical research article (1985–2004). English for Specific Purposes, 28, 93–104.
Lorés, R. (2004). On RA abstracts: From rhetorical organization. En English for Specific Purposes, 23(3), 280-302.
Martín, F.; Ahlgrim-Delzell, L. y Budhrani, K. (2017). Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning. American Journal of Distance Education, 3(1), 3-19.
Martín-Martín, P. (2016). El inglés para fines académicos: aportaciones en la Investigación y enseñanza del discurso científico. Revista de Lingüística y Lenguas Aplicadas, 5, 109-121.
Marzban, A. y Seifi, S. (2013). The effect of genre structure on reading comprehension ability of Iranian EFL learners. Procedia - Social and Behavioral Sciences 83, 1043 – 1048.
Morales, O. (2008). Aproximación Discursiva a la Escritura Académica de Odontología: Estructura Retórica y Estrategias de Atenuación en Casos Clínicos Publicados en Revistas Hispanoamericanas (1999-2005). Trabajo de investigación realizado como requisito parcial para obtener la suficiencia investigadora (Diploma de Estudios Avanzados) del doctorado en Comunicación Multilingüe: Estudios de Traducción, Literatura y Lingüística de la Universitat Pompeu Fabra, Barcelona-España. Tutor: Daniel Cassany.
Morales, O.; Cassany, D. y Díaz, N. (2014). Propuesta para la escritura de resúmenes y artículos científicos odontológicos. Acta Bioclínica; 4(8):34-53.
Naderi, N. y Pishkar, K. (2015). The Effect of Genre-Based Teaching on Iranian EFL Learners’ L2 Reading Comprehension. Journal of Applied Linguistics and Language Research 2 (7), 123-137.
Paltridge, B. (2017). Género e Inglés con Propósitos Específicos (IPE). Genre across borders (Publicación académica online).
Recuperado el 12 de agosto de 2017
https://genreacrossborders.org/es/
research/g%C3%A9nero-e-ingl%C3%A9s
-con-prop%C3%B3sitos-espec%C3%ADficos-ipe
Perdomo, B. y De Jong, K. (2017). Inglés con propósitos académicos en el contexto de la Odontología Basada en la Evidencia. Revista Venezolana de Investigación Odontológica de la IADR. 5 (2), 175-194.
Puji, H. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching: Practice and Critique, 5, (3), 173-199.
Reza, A. y Hejaziz, M. (2015). The effect of genre-based instruction on reading comprehension among Iranian EFL learners. Journal of Language and Literature, 6 (1).
Rozimela, Y. (2014). The students’ genre awareness and their reading comprehension of different text types. International Journal of Asian Social Science, 4(4), 460-469
Sadeghi, B.; Taghi, M y Hematti, M. (2013). The Effects of Genre-based Instruction on ESP Learners’ Reading Comprehension. Theory and Practice in Language Studies, 3 (6), 1009-1020.
Salager-Meyer, F. (1991). Reading expository prose at the opost-secondary level: the influence of textual variables on L2 reading comprehension (a genre-based approach). Reading in a foreign language, 8 (1), 645-662.
Samraj, B. (2005). An exploration of a genre set: Research article abstracts and introductions in two disciplines. English for Specific Purposes 24, 141–156.
Sánchez-Jiménez, D. (2016). Revisión crítica del concepto de género en el discurso escrito y su aplicación didáctica a la enseñanza de las lenguas con propósitos específicos. Critical Review of the Genre Concept in Written Discourse and its Pedagogical Application to Language Teaching for Specific Purposes. Estudios de Lingüística Aplicada, 34 (64), 203–232.
Shabani, M. y Fallahe, F. (2012). Investigating the Effect of Genre-Based Pedagogy on English for Specific Purpose Learners’ Reading Comprehension. World Applied Sciences Journal 18 (2): 251-260.
Shakouri, N. y Bahraminezhad, R. (2012). Needs Analysis: ESP Perspective on Genre. Journal of Education and Practice. 3 (6).
Talebzadeh, H.; Samar, R.; Kiany, R. y Akbari, R. (2013). Steps to a Successful Abstract: A Comparative Genre Analysis. International Journal of Humanities, 20 (3), 1-25.
Wassenburg, S.; de Koning, B; de Vries, M.; Boonstra, A. y van der Schoot, M. (2017). Gender Differences in Mental Simulation during Sentence and Word Processing. Journal of Research in Reading, 40 (3), 274-296.
Published
2018-07-22
How to Cite
Perdomo, B. (2018). gender-based education and reading understanding in english with specific purposes: systematic review. Red De Investigación Educativa, 10(1), 29 - 41. Retrieved from https://revistas.uclave.org/index.php/redine/article/view/1214
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