7.4　Pedagogical Implication

The findings of the present study can be used in syllabus design and curriculum development for post-graduate second language writing in both ESL and EFL context.

Studies reveal that learners’understanding of genre knowledge is closely related to their writing production(A.Cheng,2008a;Tardy,2009;Zhang,2013).For example,Cheng(2008a)described a genre-based classroom instruction on how to write research articles and reported the learning outcome of a second-year doctoral student in Finance and Business Studies.According to Cheng,the generic features that the student identified when analysing sample texts were incorporated in her own writing,indicating that there is a close relation between knowing genre conventions and using them in practice.Therefore,it is hoped that the genre knowledge framework developed in the present study can be useful in the design and implementation of genre-based instruction.

Genre knowledge can be acquired implicitly through participation in community practice(Belcher,1994;Casanave,1995;Dong,1998;Flowerdew,2000;Pessoa,Miller,&Kaufer,2014;Rounsaville,2014;Spack,1988;Tardy,2005)or explicitly in instructional settings(C.Cheng,2006;de Oliveira &Lan,2014;Swales &Lindemann,2002;Yasuda,2011;Yigitoglu &Reichelt,2014).The present study explored genre knowledge that is useful in intercultural communication between and within local disciplinary communities.The framework of the present study can be used to inform genre-based classroom instruction or to investigate learners’awareness of intercultural genre knowledge as a result of implicit learning in community practice or explicit learning in classroom instruction.