Abstract
This chapter uses an understanding of genre from systemic functional linguistics (SFL) to discuss the teaching of English in Hong Kong. First, the SFL approach to genre is outlined: Genres used in schools are described, along with a related framework for language teaching and learning. The framework reveals the tight links between social purpose, text organisation and linguistic features, thereby clarifying for students what they need to be able to do with language in order to carry out the communicative purposes that underpin their school work. The chapter then considers the extent to which such an understanding of genre informs English teaching in Hong Kong. Features of genres are found to be addressed to some extent in Hong Kong’s curriculum and examination documents and also published teaching materials, but the treatment of genre is inconsistent and piecemeal. In particular, the role of linguistic features (i.e., grammar) in realizing the texts is lacking or distorted. The chapter presents a case for a more thorough understanding of genre to inform the teaching of English in Hong Kong and elsewhere and suggests ways of working towards this ideal.
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Maxwell-Reid, C. (2014). Genre in the Teaching of English in Hong Kong: A Perspective from Systemic Functional Linguistics. In: Coniam, D. (eds) English Language Education and Assessment. Springer, Singapore. https://doi.org/10.1007/978-981-287-071-1_6
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DOI: https://doi.org/10.1007/978-981-287-071-1_6
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