The impact of genre-based pedagogy for military English writing at the Korean Naval Academy.

摘要

The aim of this dissertation is threefold. Firstly, I analyze two military genres, the military biography and the unit introduction, in terms of the rhetorical structures and linguistic features including the use of theme, in order to design an instructional unit for learners at the Naval Academy in South Korea. Secondly, I explore the impact of this genre-based instruction, specifically thematic analysis on learners' identification of rhetorical moves. Lastly, I investigate how data-driven learning (DDL) enhances genrebased instruction by comparing the writing of learners from two different instruction approaches: traditional genre-based approach and genre complemented by DDL. The genre analysis of two military genres revealed distinctive use of language in the two military genres, such as abstaining from using the modals and preferring the paratactic than the hypotactic syntax. Analysis of learners' identification of moves indicated the usefulness of thematic analysis in genre-based instruction. The changes and continuation of thematic progression or the method of thematic development could serve as indication of a new move, which can be exploited for move identification. Analysis of learners' writing in relation to fluency, lexical diversity, and lexical appropriateness did not indicate the significant developmental difference between the groups. However, learners in the genre-based instruction with DDL activities can take advantage of two different types of instruction, bottom-up style DDL and top-down style genre pedagogy, which can mutually enhance the understanding obtained in each instruction. The learners also had more favorable perceptions toward the instruction, with better participation in the learning activities.;This study builds the knowledge base concerning the structure and language of a less explored variety of English, military English, and suggests potential pedagogic applications, as well as areas of further research. Moreover, it provides empirical evidence for using the thematic analysis for genre pedagogy.