THE PONTENTIAL OF INTEGRATING GENRE ANALYSIS: FOCUSED ATTENTION ON READING COMPREHENSION ABILITY

Introduction: Genre analysis is an approach to study communication patterns and thus it can be applied to the specific context of meetings. ESL genre research has generated numerous descriptions and explanations of discipline-specific genre exemplars and has produced various pedagogical proposals. However, what learners learn from these genre descriptions and the resulting pedagogical proposals and how they develop as learners and readers of genres in ESL genre-based reading pedagogy is still a less-developed area of research. Problem Purpose: This paper calls for more learner-focused research that examines learners’ learning of genre and their development of generic/rhetorical consciousness. It calls for more wired investigations into not only the process of learning in which learners develop strategies and cultural tools that enable them to develop generic alertness and discipline-specific reading, but also the contexts of learning in ESL genre-oriented reading pedagogy. The present study made an attempt to scrutinize the effects of genre-based pedagogy on Iranian intermediate ESL learners reading performance as well as the interaction between their reading performance and their general English proficiency. Conclusions: The paper describes how genre analysis was used to develop electronic meeting systems for several organizations and meeting genres. It covers the complete design process, from genre elicitation to validation. The obtained results demonstrate that the genre approach produces electronic meeting systems focused on organizational integration, pre-configured to communities of users, supporting long-term usage and added organizational value.