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Date Posted: 13:29:21 07/18/03 Fri
Author: Patrícia de Almeida Neri
Subject: Genre-based approach

According to Gazotti, “working with genres meant ‘bringing society into the classroom’. In this way, genre “would be a set of rules defined by the members of a determined social context to be followed as patterns when producing the language in these contexts”. It is work with ‘text types’
such as ‘business letters’, ‘invitations’, ‘letters of complaints’, etc. “We can start analyzing the text by the lay-out and then little by little we are to find other important pieces of information that make an ad what it is, such as length or use of illustrations, etc”. After that we analyze the public, the context and the purpose of that text, thus we analyze the language use. Because the
role of grammar in this approach is to analyze “the linguistic elements in a genre as result of the choices a community has made to create texts”. So, grammar “is taught, within a specific context and being used for a specific purpose”. “We can have either written or oral texts constituting genres. Some of these genres are related to every day interaction personally, such as daily dialogs
and telephone conversations”. According to Gazotti, a genre-based approach has two main key concepts. First, we can’t use the texts as models to be copied, teachers should research about what their students know or need to learn about the genre. Another concept is that teachers should make their students aware that “the language used to create a text is a result of the socio-cultural aspects involved in the interaction”. For instance, “the context of production of a specific text, which is formed by: writer/ speaker, reader/listener, place where the text was produce the text was produced, time when it was produced, social roles of the writer/speaker, reader/listener, and aims to produce the text”. Gazotti suggests interesting groups that have similar characteristics to work. These groups can be related to “reporting experiences”, “story-telling”,
“arguing for something”, “exposing something”, and “describing actions”. In this way, teachers
can use one text for each group, making them more complex in each level. Teaching “speaking” in this approach depends on the analyze of the genre and description of its characteristics. Besides the context and the purpose, in this skill, “the social role of each participant” is also important, such as how this social role uses certain kind of speech.

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