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Article published In: English Text Construction
Vol. 17:1 (2024) ► pp.29–68

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Analyzing descriptive report writing among English language learners in Japan through a genre-based approach to second language writing

 | Ryukoku UniversityKyoto
Published online: 18 October 2024
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https://doi.org/10.1075/etc.00061.nag
Abstract
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
  • References
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