Investigation of Students’ Perceptions on Genre-based Approach with Two Different Instructional Methods
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The purpose of this case study is to grasp students’ perceptions when given a genre-based approach and to suggest discerning educational implications. As important variables, a structured instruction, which is characterized as explicit teaching, and unstructured instruction featuring prominently in learner-centered instruction were employed by the researcher. Three high school freshmen participated in this study for about 4 weeks. Students A and B both were taught using the structured method while Student C was given the unstructured instruction in a separate class. Each student underwent recount-genre lessons on writing, but Student C was given narrative lessons in addition. For research methods, surveys and interviews were mainly utilized. The results showed that A did not comprehend the recount-genre’s social purpose, definition, and organization even after the writing lessons. Both A and B perceived the classes negatively in terms of the teacher’s speech and text interpretation. Student C initially displayed similar reactions to the teacher's speech. C’s perceptions, however, grew more positive as time progressed including their interest, organization, and schematic genre knowledge.
Abstract
The purpose of this case study is to grasp students’ perceptions when given a genre-based approach and to suggest discerning educational implications. As important variables, a structured instruction, which is characterized as explicit teaching, and unstructured instruction featuring prominently in learner-centered instruction were employed by the researcher. Three high school freshmen participated in this study for about 4 weeks. Students A and B both were taught using the structured method while Student C was given the unstructured instruction in a separate class. Each student underwent recount-genre lessons on writing, but Student C was given narrative lessons in addition. For research methods, surveys and interviews were mainly utilized. The results showed that A did not comprehend the recount-genre’s social purpose, definition, and organization even after the writing lessons. Both A and B perceived the classes negatively in terms of the teacher’s speech and text interpretation. Student C initially displayed similar reactions to the teacher's speech. C’s perceptions, however, grew more positive as time progressed including their interest, organization, and schematic genre knowledge.
참고문헌 (35)
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