Genre Analysis and Sociolinguistic Awareness in IELTS: Preparing Learners for Textual Diversity

Haoyang Feng; Yuwen Zhang

doi:10.5281/zenodo.13989175

Authors

Haoyang Feng College of International Studies, Shenzhen University
Yuwen Zhang College of International Studies, Shenzhen University

DOI:

https://doi.org/10.5281/zenodo.13989175

Keywords:

Genre Analysis, Sociolinguistic Awareness, IELTS Preparation, Reading and Writing Skills, Communicative Language Teaching, Language Variation, Textual Diversity

Abstract

This paper explores the integration of genre analysis and sociolinguistic awareness in preparing learners for the IELTS reading and writing tasks. Using both quantitative and qualitative data from an experimental study involving 20 IELTS learners, the findings indicate that genre-based instruction combined with sociolinguistic factors enhances learners' ability to navigate the diverse text types encountered in the IELTS exam. The experimental group, which received this integrated approach, demonstrated superior performance in all language skills compared to the control group. Furthermore, learners in the experimental group exhibited greater awareness of how to adapt their language to different audiences, purposes, and contexts. The study concludes that integrating genre analysis and sociolinguistic awareness into IELTS preparation not only improves exam performance but also fosters critical thinking and communication skills essential for real-world language use.

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References

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