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ELT Journal 1996 50(3):237-243; doi:10.1093/elt/50.3.237
© 1996 by Oxford University Press
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Articles

Genre, text type, and the language learning classroom

Brian Paltridge

Senior Lecturer in Applied Linguistics at The University of Melbourne. He has an MA in Applied Linguistics from the University of Sydney and a DPhil in Applied Linguistics from the University of Waikato. He has published previously in Applied Linguistics, The Journal of Pragmatics, English for Specific Purposes, System, Prospect, Cross Currents, and The Teacher Trainer. His research interests include genre analysis and language teaching and learning, research methods in language learning, and second language literacy development.

Recent years have seen increased emphasis being placed on the notion of genre in the language learning classroom. Less attention, however, has been given to the notion of ‘text type’. This article argues that the distinction between ‘genre’ and ‘text type’ is an important and useful one. To illustrate this distinction, an analysis is presented of a number of texts from two genre-based coursebooks, one which focuses on adult second language literacy development, and another which focuses on writing in an academic context. The article also suggests ways in which the relationship between genres and text types may be exploited in the language learning classroom.


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