Genre-based approach and postmethod pedagogy: Developing an (ESP) english course of business writing in EFL curriculum context

Basori, Muchamad Adam (2012) Genre-based approach and postmethod pedagogy: Developing an (ESP) english course of business writing in EFL curriculum context. Conference on Applied Linguistics 5 (5). pp. 1-12. ISSN 978-602-97459-7-9

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Abstract

Language use in classroom teaching contexts can surprisingly increase an instrument of power of language educational enterprise. This phenomenon is indicated in the author’s classroom teaching designed in English for Specific Program (ESP) for non-English students. This paper critically presents an English curriculum in English as Foreign Language (EFL) context when English writing for Business designed in the basis of beliefs underpinning the curriculum and the context analysis (student and the institutional context and learner needs), goals and objectives, syllabus, activities development, and assessment procedure and task.

Business English Writing (BWE) firstly shows an increase of students’ learning interest in which their learning interest meets goals and objectives underpinned with genre-based approach and postmethod pedagogy. The course then develops two activities both to gain a sense of responsibility in a collective manner and to exploit learning potential individually. In the end of teaching, the teacher develops a reflective approach assisting evaluation and initiating change in his classroom.

This study was designed in a qualitative method, which focused on six groups. Each group consisted of two students in ESP classroom of the Department of Management, Maulana Malik Ibrahim State Islamic University, Malang. The study also used a purposive sampling focusing on reduced variations, simplified analysis, and facilitated group interviewing. The beneficial contribution of the course is that the teacher (author) can potentially act his teaching profession autonomously within the academic and administrative constraints imposed by the institution, curriculum and textbook. The students have benefited from the course in which opportunities widely open for learning strategies identification in relation to strengths and weaknesses. The strategies finally promote academic autonomy and liberatory autonomy.

Item Type:	Journal Article
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Divisions:	Faculty of Humanities > Department of English Language and Letters
Depositing User:	Muchamad Adam Basori
Date Deposited:	27 Apr 2016 06:51

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