The use of an integrated grammar-genre-based writing approach to teach business writing skills
The abstract of thesis presented to the Senate of Asia e University in fulfilment of the requirement for the degree of Doctor of Philosophy. Teaching intermediate Business English writing skills without a proper module or approach to a group of Low English Proficiency (LEP) students, who face seri...
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Format: | Thesis |
Language: | English English |
Published: |
2013
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Subjects: | |
Online Access: | http://ur.aeu.edu.my/122/1/The%20use%20of%20an%20integrated%20grammar-genre-based%20writing%20approach%20to%20teach%20business%20writing%20skills.pdf http://ur.aeu.edu.my/122/6/The%20use%20of%20an%20integrated%20grammar-genre-based%20writing%20approach%20to%20teach%20business%20writing%20skills.pdf http://ur.aeu.edu.my/122/ |
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Institution: | Asia e University |
Language: | English English |
Summary: | The abstract of thesis presented to the Senate of Asia e University in fulfilment of
the requirement for the degree of Doctor of Philosophy.
Teaching intermediate Business English writing skills without a proper module
or approach to a group of Low English Proficiency (LEP) students, who face
serious problems in terms of language and writing skills, can be very challenging
and demanding to teachers. Thus, to overcome these problems, this researcher
had conducted an intensive, 6-month research with the objective of creating and
testing out a specific, comprehensive and integrated writing approach called the
Integrated Grammar-Genre-based Business Writing Approach (IGGBWA). This
approach was created based on sound grammar, genre and writing theories and
concepts. Based on this approach, a prototype module called the Integrated
Grammar-Genre-based Business Writing Module (IGGBWM) was developed to
teach the London Chamber of Commerce and Industry’s English for Business
Level Two programme. This research was also aimed at studying changes in the
attitude and motivational level of the students after being exposed to the
IGGBWM. An intact group of 38 students was exposed to the IGGBWA and
IGGBWM through an Action Research programme by way of a Mixed
Method approach. Data was collected via four quantitative instruments
(Language Ability, Sentence Maturity, Business Document Writing Skills and
survey Questionnaire) and four written tests. Another two sets of qualitative
inflmments (Group Journal Writing and Written Response Questionnaire)
were used to furnish the relevant data to shed more light on the quantitative
Mean T-unit Length was used to measure the development in syntactic |
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