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1.3Englishacademicdiscourse:Previousstudies
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ratherthanapplyanestablishedmodel—whichmakeshisorhercontribu-
tionlessefficient—andontheother,remainsignorantoftheinterlocutor)s
expectations—whichoftenrendersitlesseffective.Theadditionofdiscourse
competence—definedastheabilitytorecognisetextsasinstancesofgenres
andtoproducetextsrepresentingdifferenttexttypesutilisedbyacommuni-
ty(Swain,1985)—totheformerlytripartitemodelofcommunicativecompe-
tence(CanaleandSwain,1980)hasestablishedgenreawarenessasanimpor-
tantcomponentofalanguageuser)sknowledge(Bell,1991;Warchał,2004).
Thegreatestimpactongenre-basedresearchandpracticeofEAPhascome
fromSwales)(1990)GenreAnalysis.Swalesdefinesgenreasaclassofcommu-
nicativeeventswhichsharesomecommunicativegoalorsetofgoalsrecog-
nisedasvalidbyaparticulardiscoursecommunityandwhichhavedeveloped
certainstructural,rhetoricalandcontentpatternsthatappearbestsuitedto
furtherthesegoals.Thisapproachtogenrehasbeentakenupanddeveloped
bymanyotherscholarsconcernedwithEnglishforSpecificandAcademic
Purposes.Forexample,Bhatia(1993)emphasisestheelementofindividual,
strategicchoicemadebythecommunicatortopursuehisorhergoalsmore
effectivelybyexploitingandmanipulatingtheconventionalformofaparticu-
largenre,stayingatthesametimewithinthebroadlydefinedsetofcommu-
nicativepurposesofthisclassoftexts.Paltridge(1997)elaboratesonSwales)
(1990)notionofgenreprototype,drawingattentiontothefactthatvarious
exemplarsofthesamegenrecanbeplacedalongaclinefromthosewhichare
closesttotheprototype,tothosemoreperipheralandoftenmarkedlydiffer-
entintermsofinternalstructure.Theseperipheralspecimens,ifconsistently
rehearsedbymembersofthediscoursecommunityinspecificrecurrentsitu-
ations,mayintimedevelopintosub-genresandfurtherintogenres,withthe
prototype-peripheryclineredefined.Bazerman(2004)speaksofgenresys-
tems,whichcomprisevariousgenresusedbydifferentpeopleworkinginthe
samecontextandwhichrepresentregularsequencesofcommunicativeevents,
whereoneoccursinresponsetoanotheranditselftriggers,ortransformsinto
othertexts.Ananalysisofsuchsystems,orgenrenetworks(Swales,2004),pro-
videsvaluableinsightsintothepattersofinteractionwithinaparticularcom-
munityandanunderstandingofhowinformationisstructuredandrecycled
withinthisgrouping.
Thenotionofgenrehasprovedhighlyinfluentialinlanguageeducation
(Connor,1996;Johns,1997;Hyland,2007;Martin,2009).Ithasbeenno-
ticed,forexample,thatinsomeareasitishighdiscoursecompetencethatis,
orshouldbe,theultimateobjectiveofanadvancedsecondlanguageinstruc-
tionalprogramme,notnative-likelinguisticlgrammaticalcompetence.Swales
