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1008 THEORY AND PRACTICE IN LANGUAGE STUDIEStime” because he loves her “more and more”. Though the poem is not written in German, it reflects some thought ofWordsworth and Dorothy in Germany. The severe weather made them homesick and they decided to live in LakeDistrict. The description is the true state of their minds at that time. The narrator feels the joy of his desire among themountains in England. But from where comes his patriotism? There are many reasons. But in this poem, it is the deathof Lucy which raises his patriotism. England is the place where Lucy lived: “Thy mornings showed, thy nightsconcealed the bower where Lucy played”. And also, it is the place where Lucy died: “And thine too is the last greenfield that Lucy’s eyes surveyed”. Death of Lucy leaves the narrator only memory and deep grief. In reality, he onlyfinds the places where Lucy once lived. They may recall his memory of her. England becomes important to the narratorbecause of the death of Lucy. With the feeling of the narrator, all things described are important. It is clear this is whatWordsworth says, “the feeling therein developed gives importance to the action and situation” (Wordsworth, 1996, p.7).It is the feeling of the narrator that gives importance to England and develops his patriotism. So it is the death of Lucygives significance to England, and the narrator’s memory of Lucy makes England important to him and develops hispatriotism.With the above discussions, it shows Wordsworth reveals five aspects concerning death from a perspective of a lover:premonition of death, influence of death, meaning of death, attitude towards death, and significance of death. It reflectsWordsworth’s contemplation of death. Together with other poems concerning death, Lucy poems give Wordsworth’sworldview. The feeling therein developed occupies the most important position in all the poems. It justifiesWordsworth’s poetics. On the other hand, it also shows importance of the subjectivity of the individual. Death ofindividual only has social meaning. With this understanding, one can understand Wordsworth better.REFERENCES[1] Abrams, M. H. ed. (1986). The Norton Anthology of English Literature. (5th edn). Vol. 1. New York: Norton.[2] Abrams, M. H. ed. (1993). The Norton Anthology of English Literature. (6th edn). Vol. 2. New York: Norton.[3] Car-Gomm, Sarah. (1995). The Dictionary of Symbols in Western Art. New York: Facts on File.[4] Curran, Stuart ed. (1993). The Cambridge Companion to British Romanticism. Cambridge: Cambridge UP.[5] Frazer, James George. (1963). The Golden Bough: A Study in Magic and Religion. Abridged ed. London: Macmillan Co. Ltd.[6] Heidegger, Martin. (1999). Being and Time. Trans. John Macquarrie and Edward Robinson. Beijing: China Social SciencePublishing House and Chengcheng Books Ltd.[7] Pipion, F. B. (1988). A Wordsworth Chronology. London: Macmillan Press.[8] Pipion, F. B. (1984). A Wordsworth Companion: Survey and Assessment. London: Macmillan Press.[9] Ross, Marlon. (1986). “Naturalizing Gender: Woman’s Place in Wordsworth’s Ideological Landscape.” ELH, 53, 2, p.391-410.[10] Spenser, Edmund. (1993). Edmund Spenser’s Poetry: Authoritative Texts Criticism. Ed. Hugh MaClean and Anne LakePrescott. (3rd edn). New York and London: Norton and Company.[11] Stokstad, Marilyn. (1995). Art History. Vol. I. New York: Prentice Hall, Inc., and Harry N. Abrams, Inc.[12] Williams, John. (1993). William Wordsworth: A Literary Life. N Y: St. Martin’s Press.[13] Wordsworth, William. (1974). Wordsworth’s Criticism. Ed. W. J. B. Owen. London and Boston: Routledge & Kegan Paul.[14] Wordsworth, William. (1996). Selected Poems. New York: Penguin Books Ltd.Dingming Wang was born in Qionglai, Sichuan Province, China in 1975. He received his M. A. degree in literature fromSouthwest University, China in 2007.He is currently a lecturer in English Department of Literature and Law School, Sichuan Agricultural University, China. Hisresearch interests include English literature and American literature.Dini Zhang was born in Huaiyang, Henan Province, China in 1982. She received her M. A. degree in literature from HunanUniversity, China in 2008.She is currently a lecturer in English Department of Literature and Law School, Sichuan Agricultural University, China. Herresearch interests include English literature and American literature.© 2013 ACADEMY PUBLISHER
ISSN 1799-2591Theory and Practice in Language Studies, Vol. 3, No. 6, pp. 1009-1020, June 2013© 2013 ACADEMY PUBLISHER Manufactured in Finland.doi:10.4304/tpls.3.6.1009-1020The Effects of Genre-based Instruction on ESPLearners‟ Reading ComprehensionBahador Sadeghi (Corresponding Author)English Department, Islamic Azad University, Takestan Branch, Takestan, IranMohammad Taghi HassaniEnglish Department, Islamic Azad University, Takestan Branch, Takestan, IranMohammad R. HemmatiEnglish Department, Islamic Azad University, Takestan Branch, Takestan, IranAbstract—Despite the important role the genre-based instruction as a novice approach to teaching at tertiarylevel, little research has been done on its application in ESP learners’ reading comprehension. Furthermore,the actual implementation of this approach and its outcomes on enhancing learners’ reading comprehensionhave not yet been fully explored, this study aimed to investigate the effects of genre-based instruction on ESPlearners’ reading comprehension. The participants of the study included 116 junior and senior B.S students(both males and females) at Islamic Azad University of Kurdistan, majoring in biology. Participants wererandomly assigned into 2 groups of control and experimental. The instructors taught the experimental group(genre-group) based on the genre and the control group (non-genre-group) based on the traditional method ofteaching ESP, prevailing in Iranian universities. To meet the aim of the study, the instructors administered one30-item proficiency test of English and two 30-item standard tests of English reading comprehension to theparticipants. The results of the reading comprehension test, analyzed through a t-test and independentsamples test suggested teaching based on genre had a significant role in enhancing ESP learners’ readingcomprehension ability and the descriptive and inferential statistics showed learners improved significantly inreading comprehension compared with that of non-genre-group.Index Terms—genre, genre analysis, genre move, genre-based instruction, esp, reading comprehensionI. INTRODUCTIONThe term genre was first introduced in the area of English as Specific Purpose (ESP) and has been defined anddiscussed from different viewpoints. According to Hyland (2007) “genre refers to abstract, socially recognized ways ofusing language” (p. 149).Chandler (1997) states the term genre is generally used in rhetoric, literary theory, mediatheory, and more recently linguistics, to refer a distinctive type of text. According to Richards and Schmidt (2002),“agenre can be defined as: a type of discourse that occurs in a particular setting, that has distinctive and recognizablepatterns and norms of organization and structure, and that has particular and distinctive communicative functions” (p.224).Since the publication of Swales‟ “Genre Analysis” in 1990, more than two decades ago an increasing attention hasbeen given to the concept of genre and its application in language teaching and learning. This has led to two prominentmovements in the teaching and learning of languages, namely, English for Specific Purposes (ESP) and SystemicFunctional Linguistics (SFL).According to Hyon (2001) previous studies carried out in ESP domain have generallyreported positive effects of genre-based teaching for non-native English speakers; however, some have reportedlimitations. Johns (1997), for instance, puts forward the advantages of using what she calls a “socioliterate approach” toteaching reading and writing in developmental university composition of language minority students.In the area of genre and second language reading instruction, according to Carrell (1985), schema research, as wellhas demonstrated positive outcomes of teaching genre structure on reading recall and/or comprehension. Furthermore,Hyon(2001) found that students who were interviewed immediately after an EAP genre-based reading course reportedpaying greater attention to rhetorical features in texts than before the course, as well as improved reading confidenceand speed. Flowerdew (as cited in Chen, 2008) states there are two major approaches to genre theory: a text-basedapproach and a situation-oriented approach. In the case of text-based approach there is a focus on analyzing anddescribing textual patterns of different genres. In a situation-oriented approach of genre theory, according to Chen(2008), the focus is on the dynamic and evolving nature of genre and seeks a description of the situational contexts inwhich writing takes place. In another genre categorization according to Derewianka (1990) there are six main genresconcerning their primary social purposes:(1)Narratives which tell a story and usually aim to entertain; (2) Recount which tell what happened; (3) InformationReports which provide factual information; (4) Instruction which tell the listeners or readers what to do;(5)Explanationwhich explain why or how something happens;(6) Expository texts which present or argue a viewpoint. Also various© 2013 ACADEMY PUBLISHER
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