The aim of the genre-based pedagogy is to focus on students’ academic needs and enable them to read and write successfully (Martin, 1993, 2009). Therefore, it is imperative for teachers to understand the range of written genres and other writing skills that students need to use in their academic studies. This study has aimed to design an alternative and effective way of teaching writing to English Language and Literature students within the genre-based pedagogy considering their academic needs. The present study attempts to investigate the process of building metacognitive genre-awareness and show how it influences English Language and Literature students’ ability to interpret and compose academic texts. The present study is designed as a case study, and mixed methods of data collection and analysis have been adopted. Several sources of data coming from both the teacher herself and the students such as classroom observation and teacher’s journal, students’ written texts (portfolios), students’ diaries and interview with students have been used to have a deeper understanding of the process of genre-based writing instruction. The results of the study indicate that most of the students acquired, at least, metacognitive awareness of the declarative type, they seem to move their writing ability up and there is a general improvement in their writing performance.

中文翻译：

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基于体裁的英语语言文学系学生写作教学方法

基于体裁的教学法的目的是关注学生的学术需求，使他们能够成功地阅读和写作（Martin，1993，2009）。因此，教师必须了解学生在学术研究中需要使用的写作类型和其他写作技巧的范围。这项研究旨在设计一种另类的，有效的方法，在以体裁为基础的教学法中，考虑到他们的学术需求，向英语语言文学专业的学生教授写作。本研究试图调查建立元认知体裁意识的过程，并展示其如何影响英语语言文学学生解释和撰写学术文章的能力。本研究设计为案例研究，并采用了混合的数据收集和分析方法。来自老师本人和学生的多种数据来源，例如课堂观察和老师的日记，学生的书面文本（作品集），学生的日记和与学生的访谈，已被用来加深对体裁过程的理解。基础的写作指导。研究结果表明，大多数学生至少获得了陈述型的元认知意识，他们似乎在提高自己的写作能力，并且总体上提高了他们的写作表现。