Abstract Although Genre-Based Instruction (GBI) was proposed as a solution to L2 writing-related problems many years ago, its contribution to writing performance has not been extensively studied and the assessment instruments used in genre studies typically pertain to linguistic theories older than the Systemic Functional Linguistics (SFL). Moreover, even though a feedback typology suitable to genre-based contexts has been proposed, it has never been empirically tested. For these reasons, this study aimed to test the effects of GBI and Genre-Focused Feedback (GFF) over the period of one semester with a genre-based assessment instrument. Secondly, the study aimed to find out if providing GFF as Hand Holding or Bridging made any difference in the development of the mastery of the literary analysis essay. The findings showed that there was an improvement in the mastery of the genre as confirmed by an embedded mixed methods design. The type of GFF made no difference in the development of the mastery of the genre. The results suggested that GBI and GFF can be integrated into content courses to increase both content and course-related genre knowledge.

中文翻译：

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基于流派的教学和以流派为中心的反馈对二语写作成绩的影响

摘要 虽然基于体裁的教学 (GBI) 在多年前被提出作为解决 L2 写作相关问题的方法，但它对写作表现的贡献尚未得到广泛研究，而且体裁研究中使用的评估工具通常涉及比语言更古老的语言理论。系统功能语言学（SFL）。此外，尽管已经提出了适合基于体裁的上下文的反馈类型，但它从未经过经验测试。由于这些原因，本研究旨在使用基于流派的评估工具测试 GBI 和以流派为中心的反馈 (GFF) 在一个学期内的影响。其次，该研究旨在找出提供 GFF 作为 Hand Holding 或 Bridging 是否对文学分析论文的掌握有任何影响。研究结果表明，嵌入式混合方法设计证实了对该类型的掌握程度有所提高。GFF 的类型对流派掌握程度的发展没有影响。结果表明 GBI 和 GFF 可以整合到内容课程中，以增加内容和课程相关的体裁知识。