Language Curriculum Design: Genre-Based Approach for Cosmetology Students

Language curriculum design
Language curriculum design
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Language curriculum design
Abstract
The study aims at developing the key writing skills for training and vocational college
students and their attitudes to the writing which is based on the genre based approach
(Basturkmen, 2014).Therefore, this suggests that the problem of the study was described as “The
cosmetology students are not good in learning English language.” As the result indicates their
communication skills are weak. This suggests that they have negative attitude on using English
language and learning genre-based learning teachings. Therefore, from the identified problem
it’s evident that there is dire need in training cosmetology students using genre-based approach
in learning English.
The study adopted research methodological design whereby vocational college students(TVTC)
were interviewed and their communication skills observed. Different students gave various
information regarding the use of English language. The data collection was through filling in
questionnaires where writing techniques for the cosmetology students were identified. The genre
based instructions were issued to the students for a period of seven weeks. The results of the
research were analyzed and the entire concept of genre-based discussed as revealed throughout
the content. The last part of the work gave implication for the identified problem. The
implications were categorical to the cosmetology students. The need to appreciate English
language as an official language based on genre teaching is analyzed keenly. The content
concludes by indicating some advantages of using genre-based approach in developing apt
communication skills by use of English language.
Literature review
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Language curriculum design
Context of study
A genre is defined as a form of effective communication in any written, spoken, artistic
nature or in a digital means being comprised of various conventions which are socially
developed over a given time horizon. Generally, there are key skills in learning English language
through genre-based approach. The skills tend to be reading, listening, speaking and writing
(Bloor, 2013).These four techniques are categorized into two sections. The first group is
described as receptive skills which includes listening and reading skills. The second part is
referred as reproductive skills whereby there is writing and speaking. The two skills are
described as the basis of mastering English language. They are the best techniques of using
English as the foreign language. These skills helps students to explore different ideas and
thoughts, note them through writing and make them visible and concrete basically through
speaking. Through this then communication is well reflected and therefore enhancing capabilities
of mastering English language. Therefore, based on genre approach when ideas are written then
speaking aids in arranging them systematically thus communicating something worthy.
Conceptual framework
Genres involve the way in which linguist group’s words together to represent channels
that writers use to respond to different situations. They have exploited genres in the longest time
possible as they tend to use this over the ages and has all through proven to be helpful in
language conveying. Genres readers will be able to understand clearly and have a second thought
and have to rethink about various texts. For individual TVTC educators, genre-based approaches
have been continuously used to provide important and valuable information resources in order to
aid service writing instructors and learners to offer relevant texts (Cheng, 2011). Genre
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Language curriculum design
pedagogies have been used by teachers to literally ground their courses in the texts that various
learners will have to write in their own understanding of target contexts. They have been largely
used to mainly focus on the process of composition, the content of significant texts, various
abstract prescriptions, and improvement of disembodied grammar issues. Genre-based pedagogy
gives researchers and educators a more core responsibility in the effective preparation of students
to teach second language writing in future (Davis, 2010).They are also used to advise individuals
on matters regarding the increased development of curriculum materials and several significant
activities for writing classes. Genres give teachers key opportunities to plan, sequence, evaluate,
analyze, help and assess language teaching for both cosmetology and design students.
Current debate in study of genre
In the last five years, genres have contributed to increased attention on their vital
application in both language teaching and learning. They have helped individuals to clearly
understand how language is structured in order to acquire social purposes in various ways or
contexts of use. They are able to change their rapid discourse and learning how to write. Through
genres, teachers are able to give their students targeted, relevant, vital and supportive information
and instructions (Flowerdew, 2014).
Genre theoretical changes and advancement have been properly utilized in the diversification of
social and demographic rapid changes in the education sector especially language across the
globe. They have led to the growth and development of modular and interdisciplinary programs
which have optimized the complexity levels of language writing and teaching thus increasing the
academic performance of the students. University classroom has increased their diversity in
cultural terms, linguistic approach and socially. The students from various genre backgrounds
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