TEACHING ACADEMIC VOCABULARY THROUGH GENRE-BASED APPROACHES
Keywords:
Academic vocabulary, genre-based approaches, vocabulary acquisition, academic performance, collaborative writing, contextual learning, peer review, instructional techniques, qualitative research, quantitative analysis, academic discourse, writing skills, student engagementAbstract
This article looks at genre-based approaches to teaching academic vocabulary, focusing on their significance in improving students' vocabulary acquisition and overall academic performance. Academic vocabulary is important for students because it allows them to understand and engage with complex literature. The article explores the ideas of genre-based pedagogy, which emphasizes the linguistic and contextual characteristics of various text kinds. By incorporating genre analysis into vocabulary education, educators can give students a foundation for efficiently employing academic language. The paper describes several approaches of applying genre-based strategies, such as collaborative writing activities and peer review sessions. Qualitative and quantitative evidence show that these methods promote considerable gains in vocabulary knowledge and writing abilities. The
findings emphasize the value of contextual learning and teamwork in academic contexts. This article promotes the use of genre-based techniques in vocabulary training to provide students with important language abilities for academic achievement.
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