The origins of second language (L2) writing as a field can be traced back to the early 1990s, when it first began to gain momentum as an area of interdisciplinary inquiry (Matsuda & De Pew, 2002). Since then, the field has evolved to become rich and diverse in scope, as scholars have examined numerous phenomena by drawing on an array of theoretical and methodological approaches. In particular, two areas that have received significant attention are investigations involving (1) genre-based teaching and learning, and, (2) the linguistic development of L2 writers, respectively. Though much has been learned, research involving genre-based pedagogies has often been insular and limited to applied linguistics-related contexts, and little is known about the pedagogical practices of L2 writing instructors in contexts such as those involved in Content-Based Instruction (CBI). Relatedly, as Polio (2017) has noted, few studies have addressed how L2 learners' genre knowledge actually develops over time in specific contexts, as development has tended to be assessed using timed-writing tasks. Thus, the current dissertation examines the nexus of these two areas, exploring phenomena related CBI pedagogical practices and L2 learners' subsequent genre learning and performance.This study takes place in a Master of Laws (LLM) program in a Midwestern law school. Adopting a classroom-based ethnographic approach (e.g., Bloome, 2012), I explored the beliefs and pedagogical practices of one writing instructor, as he taught a professional legal genre called the office memorandum during a semester-long CBI legal research and writing course. Data consisted of: in-class observations, field notes, semi-structured interviews, artifacts, and a visualization reflection. In addition to observing the instructor, I tracked the developing genre awareness among six (N = 6) L2 English learners/LLMs throughout the semester using a case study design. Students' development was examined using metacognition theory (Flavell, 1979; Schraw & Dennison, 1994), and data included: a survey, semi-structured interviews, and modified stimulated recalls with students' office memoranda. Finally, the relationship between students' genre awareness and their perceived writing performance was explored. This was addressed through eliciting holistic rankings and evaluative comments from the course instructor and by comparing them with/against students' self-reported metacognitive genre awareness.The findings highlight the instructor's rich, multifaceted philosophy of teaching L2 writing and the office memorandum, which in turn, subsequently influenced both his curriculum design and in-classroom teaching practices. The impact of this pedagogy was also apparent in its resulting influence on LLM students' development of metacognitive genre awareness, as students' self-reports often reflected those themes addressed by the instructor in the areas such as understanding the genre's audience. Apart from the influence of pedagogy, the impact of students' prior experiences (academic and professional) with related genres can also be seen in influencing their developing genre awareness. In terms of performance, it appears that an increased ability to self-report one's metacognitive genre awareness (both a general awareness plus how one uses that awareness while writing) is connected to perceived writing quality.In closing, I discuss both the strengths and limitations of the current study, including characteristics related to the study's design. Finally, I expound on the implications of this dissertation's findings, and I address their significance and potential to influence future teaching and research in the field of L2 writing, and, in second language acquisition more broadly.
Read
