Genre-oriented pedagogy in EAP: an empirical analysis of the problems, limitations, and pedagogical implications of implementation

Abstract

In recent years, genre-oriented pedagogy has become widespread in teaching English for Academic Purposes (EAP) as an effective approach to the development of academic writing. This approach is based on the principles of system-functional linguistics and is aimed at forming students' understanding of the structure, functions and communicative goals of academic texts. Despite the proven effectiveness of genre teaching, its introduction into educational practice is accompanied by several problems and limitations that require empirical understanding. The purpose of this study is to analyze the problems, limitations and pedagogical consequences of the introduction of genre-oriented pedagogy in the context of teaching academic writing. The study uses a quasi-experimental mixed design that includes quantitative and qualitative data collection methods. The sample included students of the Pedagogical University studying in the field of English teacher training. As part of the experiment, one group was taught using a genre approach, while the control group used traditional teaching methods. Data collection was carried out through pre- and post-testing of written skills, questionnaires, and semi-structured interviews.

The results of the study showed that the use of genre-oriented pedagogy contributes to a significant improvement in the quality of academic writing, including text structure, coherence and the use of academic style. At the same time, significant problems were identified, such as insufficient teacher training, limited study time, and difficulties in adapting students to new requirements. Limitations include the possible standardization of written products and a decrease in students' creativity.

The obtained results allowed us to identify some of the pedagogical consequences, including the need to improve the skills of teachers, revise curricula, and integrate flexible and adaptive learning models. This study contributes to the development of EAP theory and practice by offering a comprehensive understanding of both the advantages and limitations of genre-oriented pedagogy.