From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction

Shiqi Cai

doi:10.47297/wspiedWSP2516-250033.20250912

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From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction

9卷第12期

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From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction
From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction
Guangzhou College of Commerce, Guangzhou, Guangdong, 511365, China
2025年9卷第12期页码：147-150
纸质出版：2025-12-30
DOI：10.47297/wspiedWSP2516-250033.20250912
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Shiqi Cai. (2025). From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction. 国际教育与发展（英文版）, 9(12), 147-150.

Cai Shiqi.From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction[J].Journal of International Education and Development,2025,09(12):147-150.
Shiqi Cai. (2025). From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction. 国际教育与发展（英文版）, 9(12), 147-150. DOI： 10.47297/wspiedWSP2516-250033.20250912.

Cai Shiqi.From Analysis to Production: Developing Language Awareness through Authentic Texts in Genre-Based Writing Instruction[J].Journal of International Education and Development,2025,09(12):147-150. DOI： 10.47297/wspiedWSP2516-250033.20250912.

摘要

Abstract

This paper presents a pedagogical framework for integrating language awareness development into genre-based writing instruction for intermediate EFL learners in university. Using an authentic online restaurant review as a model text

the study demonstrates how explicit analysis of genre

schematic structure

and interpersonal meaning can scaffold learners' understanding and production of evaluative language

with a specific focus on adverb-adjective collocations. The proposed three-stage teaching cycle—Modelling

Joint Construction

and Independent Construction—highlights a process from analytical deconstruction to independent written production. Findings suggest that this approach enables learners to notice salient linguistic features within a meaningful communicative context

thereby enhancing both their metalinguistic awareness and their ability to write effective evaluative texts.

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Keywords

references

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