The Application of Integrating Chinese Elements into College English Writing Blended Teaching Based on the Genre-based Approach
Abstract
Ideological and political education should be carried out with all kinds of courses in colleges and universities under the new circumstances. With the prominent features of instrumentalism and humanism, the implementation of moral education concerning Chinese elements in the course of college English writing teaching should be the responsibility for the teacher, which can combine the Genre-based Approach (GBA) as the teaching theory with the blended teaching that consists of online and offline learning as the teaching model, to thoroughly dig into the Chinese elements from teaching materials provided in the course and then integrate these Chinese elements into accomplishing writing tasks. In this article, the designed teaching cycle is mixed the learning cycle of the GBA with the blended teaching model for students to improve writing ability, enhance confidence in Chinese culture and realize all-round development. As a result, this paper will firstly review the theories of genres and its pedagogy, and introduce the concept and benefits of blended teaching model. Then by following the proposed teaching cycle, the application of integrating Chinese elements into teaching the genre of an argumenation as an example will be discussed in detail.References
[1] Ahn H. Teaching writing skills based on a genre approach to l2 primary school students: an action research[J]. English Language Teaching, 2012, 5(2): 2-16.
[2] Cope B., & Kalantzis M. The power of literacy: A genre approach to teaching writing[M]. London: The Flamer Press, 1993.
[3] Ding W D., Wu B., Zhong M S. & Guo Q Q. A handbook of writing[M]. Beijing: ForeignLanguage Teaching and Research Press, 2009.
[4] He K K. New Development of Educational Technology Theory from Blended Learning [J]. E-Education Research, 2004, (1)3:1-6.
[5] Halliday M A K. An introduction to functional grammar (2d ed.)[M]. London: Edward Arnold Ltd, 1994.
[6] Hyland K. Genre and second language writing[M]. Ann Arbor: The University of Michigan Press, 2007.
[7] Jiang, Y., Ma, W L., Achievements and Challenges of Chinese English Writing Intelligent Tutorial System: Taking Pigai Network as an Example [J]. Electronic Educational Research , 2013, (7), 76-81.
[8] Johns, A M., Bawarshi, A., Coe, R M., Hyland, K., Paltridge, B., Reiff, M. J., & Tardy, C. Crossing the boundaries of genre studies: Commentaries by experts[J]. Journal of Second Language Teaching, 2006, 15, 234-249.
[9] Li X P. Discussions on 150 examples of Chinese-English Translation[M]. Tianjing: Nankai University Press, 2006.
[10] Kong J J. Application of a Genre-based Approach in a College English Writing Class [J]. Testing and Evaluation, 2016, (4): 65-70.
[11] Martin J R. Language, register, and genre[A]. In: F. Christie, ed. Language Studies: Children’s Writing Reader[C]. Geelong, Australia: Deakin University Press, 1984.
[12] Nunan D. Language teaching methodology[M]. Essex: Pearson Education Ltd, 2000.
[13] Paltridge B. Genre and the language learning classroom[M]. Ann Arbor: University of Michigan Press, 2001.
[14] Pape L. Blended Teaching and Learning[J]. The American Association of School Administrators, 2010, 67:16-21.
[15] Sun N. & Li F. Practical and exploration of blended teaching in private colleges-A case study ofintegrated business English course[J]. International Journal of New Developments in Education, 2022, 4(1):1-9.
[16] Wang Z R. & Lu X L. Introducing Chinese culture in English[M]. Beijing: Foreign Language Teaching and Research Press, 2017.
[17] Xi J P. Speech at the National Conference on Ideological and Political Work of Colleges and Universities. Retrieved December 8, 2016, from http://www.xinhuanet.com/politics/2016-12/08/c_1120082577.htm
[18] Zheng S T. New Horizon College English Reading and Writing 3(Third Edition)[M]. Beijing: ForeignLanguage Teaching and Research Press, 2017.
[19] Zheng S T. New Horizon College English Reading and Writing Teacher’s Book 3(Third Edition)[M].Beijing: Foreign Language Teaching and Research Press, 2015.
Authors contributing to this journal agree to publish their articles under the Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.
