This research investigates the changes in English as a Foreign Language (EFL) learners’ psychological attributes in relation to awareness of the lexicogrammatical features and generic structures of a discussion genre essay. This was achieved by implementing a genre-based approach to text-based writing lessons during a 15-week course. The following lesson procedure was implemented: stage (1): modeling and deconstruction of a text, stage (2): writing of target texts, stage (3): genre analysis of peers’ essays, and stage (4): writing of an analysis reflection. The results indicated specific improvements in genre-based writing, particularly among low-proficiency English learners. Results suggest that their understanding of “interpersonal meaning” such as modal verbs improved. Improvements in the use of modal auxiliaries were also noted, in that the word “should” did not appear in pre-writing texts; however, the frequency improved in post-writing texts, especially in the final paragraph, which comprised the writers’ opinions and suggestions.

中文翻译：

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基于SFL流派的EFL语境写作方法

这项研究调查了英语作为外语（EFL）学习者心理特征的变化，这些变化与对词典类型特征和讨论体裁文章的一般结构的认识有关。这是通过在15周的课程中对基于文本的写作课程采用基于体裁的方法来实现的。实施了以下课程程序：阶段（1）：文本建模和解构，阶段（2）：编写目标文本，阶段（3）：对同辈论文的体裁分析，阶段（4）：撰写论文分析反思。结果表明，基于体裁的写作有特定的改进，特别是在英语水平较低的学习者中。结果表明，他们对“人际意义”（如情态动词）的理解有所提高。还注意到模态助剂的使用有所改善，因为在预先撰写的文本中没有出现“应该”一词；但是，后期写作文本的频率有所提高，尤其是在最后一段中，包含了作者的意见和建议。