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Abstract
The objective of this paper is primarily to evaluate the strengths of the genre approach to the teaching of writing in the English as a Foreign Language (EFL) classroom. Theoretical and pedagogical references will be identified and exposited upon in both first and second language learning contexts, with specific reference to Japanese learners at the college level.
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In recent years the methodological field within linguistics has yielded yet another approach, the focus of which rests largely on the writing and reading/interpretive skills of the student. The genre perspective, which rose chiefly in Australia over the past ...