I might be
inclined to think that learning genres with language teaching is an invaluable
experience as it has far more real-world applications than a bog standard
textbook to exam curriculum. As Dias et
al. (1999), as cited in Paltridge, (2001), p.17 points out; the relationship
between writing in university and writing in workplace settings are worlds
apart, and it is important for language learners, at least at a non-beginner
level, to recognise these.
I do agree with
the statement that spoken skills are just as important as academic listening, reading
or writing. Eggins & Slade (1997),
as cited in Paltridge, (2001), p.34 argue that “..casual conversations are used
to negotiate social identity and interpersonal relations..”. Berkenkotter and Huckin (1995), as cited in
Paltridge, (2001), p.26 make a good point that having conversations with one’s
peers/colleagues etc is as important to assemble genre knowledge as doing so
through written texts. They go on to
mention about appropriate content – language learners knowing what is
appropriate to say or write, in a given social situation, which I think would
be hugely advantageous for a new learner.
Which leads me into my thoughts on cross-cultural awareness – from my
experience of learning Japanese – there are numerous complicated social
contexts for example, how one would (verbally or written) address a senior or a
customer, (with entirely separate verb forms, and honorific prefixes &
suffixes) is different from ‘formal’ Japanese.
Problems further arise with ‘semi-formal’ and ‘casual’ forms. This is hugely confusing for none-native
speakers and knowing when to use what is imperative, especially in a business
scenario. As a result AUT’s Japanese program
has an entire 15 point paper (Japanese for formal contexts) devoted to this.
I also
thought the teaching and learning cycle from Hammond et al. (1992), as cited in
Paltridge, (2001), p.31 looks like a great model, I was particularly attracted to
the flexibility in a teaching scenario, leaving the cycle open for teachers to
join at any point to suit individual learners’ needs.
References
Paltridge, B. (2001). Genre and the
language learning classroom. Ann Arbour:
Michigan University Press
I am curious, do you do a lot of (or any) genre analysis in your 'Japanese for formal contexts' paper? Is it helpful? And do you think that equal importance - a whole paper - should be put on the same sort of thing in English teaching, given that we have far less formal/informal language distinctions than Japanese?
ReplyDeleteHi Katie, to be honest i am not sure as i am not doing that paper :-) I opted out of doing the four higher-level japanese papers in order to do a minor subject instead (it was all getting a bit too business-orientated for me..)
DeleteAlthough I have heard from previous students that it is a nightmare.
I also did Spanish 1A as an elective and there was a very small part of that devoted to formal contexts - it seems a bit more important in Spanish than in English, so no, probably not a whole paper for English.. knowing how to use forms in business / social contexts will be useful as you say, there aren't many distinctions in formal/informal language as there is in Japanese.