Name: 3-2.基於體裁的教學法高級班 (3-2. Genre based Pedagogy Advanced)
Uploaded: 2024-12-02T16:34:03.000Z
Duration: 27 min 41 s

Hello, everybody. Hello, my dear teachers in Taiwan. So this is my second mini lecture.

大家好親愛的臺灣老師們，大家好。這是我的第二次小型講座。

程度副詞

In my first lecture on genre-based pedagogy, we tried out a fun method using genre-based approach that is using horoscope as an example. Horoscope is a genre type. It consists of two sub-genres. One is the description genre. One is the procedural text genre. So it's just to give you a taste of what genre-based approach to teaching is. Today in this second lecture on genre-based pedagogy, we will go a little bit deeper into the theory so that you can become more flexible about how to design a genre-based pedagogy, a genre-based lesson. So let's dive into it. Before we talk about the genre theories, I'd like to mention briefly this continuum between soft clue and hard clue. So this is a term first used in Europe. I'll explain what is soft, what is hard. It's not killing you softly. So soft clue is taught by language teachers like you, language teachers. And you can be trained in applied linguistics and you don't need to be trained in any specific content area like history or science or geography or social studies. And hard clue is taught by content teachers trained in the different disciplines like biology, history, economics, social studies.

在我關於體裁教學法的第一次講座上，我們嘗試了一種有趣的體裁教學法，即以星座為例。星座是一種體裁類型。它由兩個子體裁組成。一種是描述體裁。一個是程序文本類型。所以，這只是為了讓你瞭解什麼是基於體裁的教學方法。今天，在關於基於體裁的教學法的第二講中，我們將對這一理論進行深入探討，讓你能夠更加靈活地設計基於體裁的教學法、基於體裁的課程。那麼，讓我們深入探討一下吧。在談論體裁理論之前，我想簡單提一下軟線索和硬線索之間的連續性。這個詞最早出現在歐洲。我會解釋什麼是軟線索，什麼是硬線索。這不是軟硬兼施，而是軟硬兼施。

轉承詞

In the situation of Taiwan, most of the teachers practicing clue come from language background, language education. They're trained as language teachers. So why is genre-based pedagogy especially useful in the soft clue situation? Because basically soft clue is content-based language education. That is, we use content to drive the learning of language because the content is interesting, because the content is meaningful. And instead of focusing on grammar, which is in isolated context, the grammar that is used for learning is the grammar that is used to express the content meaning. So basically genre-based pedagogy is to say that first of all we find out about the genre, the text type of the content topic, and then we design a lesson which is rich with language support. We teach the language patterns, the language features, vocabulary, which will be useful to express the genre, the text type. The text type can be spoken text type, written text type, a text type which is useful for communicating the content meanings, the content topics. So I would like to introduce you to Michael Halliday and his wife Rekia Hassan.

就臺灣的情況而言，大多數從事線索教學的教師都來自語言背景和語言教育。他們接受的是語文教師培訓。那麼，為什麼體裁教學法在軟線索情況下特別有用呢？因為軟線索基本上是以內容為基礎的語言教育。也就是說，我們用內容來驅動語言學習，因為內容有趣，因為內容有意義。而不是專注於孤立語境中的文法，用於學習的文法是用來表達內容意義的文法。是以，從根本上說，基於體裁的教學法就是說，首先我們要了解內容主題的體裁、文本類型，然後我們設計一堂有豐富語言支持的課。我們教授語言模式、語言特點、詞彙，這些都有助於表達體裁、文本類型。文本類

Both were professors in the University of Sydney in Australia. I'd like to introduce you to this term called register theory. Register actually is not difficult to understand because in Chinese we have all kinds of registers. In any language we have all kinds of registers, like a sports register, like a legal register, like a cookery register. So for any specific content domain, whether you're talking about soccer or basketball or sports, or you're talking about cookery or different kind of cuisine, so you will come with different vocabulary.

他們都是澳洲悉尼大學的教授。我想向大家介紹一個詞，叫做 "語域理論"。語域其實並不難理解，因為漢語中有各種各樣的語域。在任何語言中，我們都有各種各樣的語域，比如體育語域、法律語域、烹飪語域。是以，對於任何特定的內容領域，無論你是在談論足球、籃球或體育，還是在談論烹飪或不同種類的美食，都會有不同的詞彙。

So a register is a variety of a language or you could think of it as a subset of a language.

是以，語域是一種語言的變體，也可以說是一種語言的子集。

Okay, so every language can have many different registers suited for different content topics or content domain topics used for a particular purpose in a particular social situation.

好了，每種語言都可以有許多不同的語域，適合不同的內容主題或內容領域主題，在特定的社會環境中用於特定的目的。

And there are three dimensions, three factors we need to consider which shape the register.

我們需要從三個方面、三個因素來考慮註冊表的形成。

So field is what is the topic, what's the subject matter, are you talking about sports, are you talking about politics, are you talking about history, are you talking about science, right? So the field will shape the kind of vocabulary and the kind of sentence patterns that you will use to communicate these content meanings. Then the tenor who are involved in the communicative situation, are these participants in more or less egalitarian, that is horizontal, their relationship, so that will be less formal and more casual. Or if the social distance is more hierarchical, then you'll be more polite or more formal. So it will also shape your choices of vocabulary and your choices of grammatical sentence patterns.

所以，領域就是主題，主題是什麼，你是在談論體育，還是在談論政治，還是在談論歷史，還是在談論科學，對嗎？是以，領域將決定你用來表達這些內容含義的詞彙和句型。然後是參與交際情境的主語，這些參與者的關係或多或少是平等的，也就是橫向的，所以會不那麼正式，比較隨意。或者，如果社會距離等級森嚴，那麼你就會更禮貌或更正式。是以，這也會影響你對詞彙和文法句型的選擇。

And then the mode is whether it's spoken mode or written mode and sometimes it's in between in a digital mode. So basically it's spoken text or written text mode. So if you consider the topic, the content, subject matter and the social distance, the formality between the participants in the communication context and also whether it's a spoken mode or written mode. So all these will control or shape our linguistic choices, our language features.

然後，模式是指口語模式還是書面模式，有時是介於兩者之間的數字模式。是以，基本上是口語文本或書面文本模式。是以，如果你考慮到話題、內容、主題、社會距離、交流環境中參與者之間的正式程度以及是口語模式還是書面模式。是以，所有這些都會控制或塑造我們的語言選擇，我們的語言特點。

So we need to teach students, we need to teach students to change their vocab, to change their sentence patterns according to the register that is appropriate for the content topic, for the domain of content meanings that they are communicating. So that's the register.

是以，我們需要教導學生，教導學生根據他們所交流的內容主題和內容意義領域的適當語域來改變他們的詞彙和句型。這就是語域。

And then genre is a related concept and it is defined as a staged, meaning it goes through different stages, goal-oriented, meaning when we organize our text, when we go through the different stages, we want to achieve a coherent primary communicative purpose. So a genre typically goes through different rhetorical stages, that is the organizations, the textual stages in a piece of text, spoken text or written text, to achieve its primary goal or social purpose. So for example, right now, what is the register I'm using? I'm talking about language education topics, so the field is education, language education, so I use a lot of vocabulary related to language education, linguistics or teaching methodologies. A tenor is, I'm a colleague of you because you are teachers, I'm also a teacher, I work with teachers, I'm a teacher educator. So the tenor is more or less in between very formal and very informal, but I haven't met you, and so it's in between very formal and very informal. So you would notice that I would use the spoken mode and I have lots of contractions, shortened forms, so it's in between like a textbook, very formal mode of communication, or the very casual mode of spoken conversation between friends, casual conversation between friends. So this is a diagram to represent genres and registers, they are very culture specific. So in western cultures, usually when you present your argument, you need to start with your argument right from the beginning. But in many eastern cultures, we go through a roundabout way, we don't put forward our position, our argument right at the beginning. We might put about examples and so on, and then finally we reach our conclusion. So this is just an example to show the cultural specific features of genres.

然後，體裁是一個相關的概念，它被定義為階段性的，即它經歷不同的階段；目標導向的，即當我們組織文本時，當我們經歷不同的階段時，我們希望達到一個連貫的主要交際目的。是以，一種體裁通常會經歷不同的修辭階段，也就是一段文本、口語文本或書面文本中的組織、文本階段，以實現其主要目標或社會目的。舉個例子，我現在用的是什麼語體？我在談論語言教育話題，所以領域是教育、語言教育，所以我使用了很多與語言教育、語言學或教學方法有關的詞彙。主語是，我是你們的同事，因為你們是教師，我也是教師，我與教師一起工作，我是教師教育工作者。是

So situation is, who are the participants? What is their social relationship? Is it more or less egalitarian, horizontal relationship, or hierarchical? The social distance is quite huge, so that we need to be very formal. And the spoken written mode, the subject matter. Subject matter usually will control the choice of vocabulary, sometimes also the sentence patterns. And all of these form the specific shape of the register, and that will help your students to create a text appropriate to the communicative situation, to communicate a kind of content meanings appropriately.

那麼情況是，參與者是誰？他們的社會關係如何？是平等關係、橫向關係，還是等級關係？社會距離相當大，是以我們需要非常正式。還有口語書面語模式，即主題。主題通常會控制詞彙的選擇，有時還會控制句型。所有這些都形成了語域的具體形態，這將幫助你的學生根據交際場合創造出合適的文本，恰當地傳達某種內容的含義。

So Professor Dara Rehanker from University of Sydney, she talks about texts are organized and constructed in different ways according to their genre, the purpose, and register. What is the content field? What's the social relations among, between the reader and speaker, the reader and writer, and the speaker and listener, and original or spoken mode? The genre shapes the overall organization or structuring of the text, whereas the register, whereas the register shapes your choice of vocabulary, lexical vocabulary, and grammatical patterns, the sentence patterns, and choices made in constructing the text. So basically when we communicate, we make the sentence, right? So using vocabulary choices and sentence pattern, but we organize our sentences into paragraphs, and paragraphs into a coherent text. So genre and register, these are two concepts to help us to understand how we can design our genre, our text, according to the situation, and according to the register, which would be useful. I'll give you an example, so don't worry about these two concepts, genre and register theories. They are actually very useful. So here are two texts from real-life conversations and communication, and let's read the text and analyze their genre and their register. So the first text is a conversation between

悉尼大學的 Dara Rehanker 教授談到，文本是根據體裁、目的和語域以不同方式組織和構建的。什麼是內容領域？讀者與演講者、讀者與作者、演講者與聽眾之間的社會關係是什麼？體裁決定了文本的整體組織或結構，而語域則決定了你對詞彙、詞性、文法模式、句型的選擇，以及在構建文本時所做出的選擇。是以，基本上我們在交流時是在造句，對嗎？是以，我們使用詞彙選擇和句型，將句子組織成段落，再將段落組織成連貫的文本。是以，體裁和語域，這兩個概念可以幫助我們理解如何根據情況和語域來設計我們的體裁、我們的文本，這將是非常有用

Angel and Adrian. Hello, Adrian. Good morning, Angel. How are you today? I'm fine. I've been up for a couple of hours working on my computer. Oh, that's good. Are there lessons for me to see today? Miss Busy hasn't replied to my email yet. Don't know if she's got something arranged.

安吉爾和阿德里安你好 艾德里安早上好 安琪兒今天怎麼樣我很好我在電腦上工作了幾個小時。那就好今天有課要上嗎？忙小姐還沒回我郵件呢不知道她是不是有什麼安排

I see. In that case, I'd like to stay home to work this morning, and if she's got back to you, just give me a call and I'll come back to school. No problem. Have a productive day.

我明白了這樣的話，今天早上我想留在家裡工作 如果她回到你身邊了，就給我打個電話，我就回學校去。沒問題祝你愉快

Thanks, Adrian. You have a good day, too. Bye-bye. Bye-bye. Now let's analyze what kind of, what are Adrian and Angel talking about? So we are talking about the field.

謝謝你，阿德里安。祝你今天過得愉快再見 - 再見 - Bye再見。現在，讓我們來分析什麼樣的， 什麼是阿德里安和天使在談論什麼？我們在談論領域。

What's the subject matter? What's the content topic? What do you think? Are they talking about arranging a holiday or arranging a camping? What are they talking about? They seem to be talking about arranging seeing lessons, right? Observing lessons. So it looks like they are educators involved in some kind, arranging some kind of work event. What's the role relationship?

主題是什麼？內容主題是什麼？你怎麼看？他們是在談論安排度假還是安排露營？他們在說什麼？他們似乎在談論安排觀摩課，對嗎？觀摩課。所以看起來他們是教育工作者，參與了某種工作，安排了某種工作活動。角色關係是什麼？

Are they family members or are they colleagues? Looks like they are colleagues. Looks like they are very friendly to each other. So the relationship is more or less horizontal.

他們是家人還是同事？看起來他們是同事。看起來他們彼此非常友好。所以他們的關係或多或少是橫向的。

Looks like they are not like one is a boss, one is a subordinate. It's not like that.

看來他們不是一個是老闆，一個是下屬。不是這樣的。

It's like it's more horizontal. So you can see it's pretty informal, but still it's pretty polite.

這就像它更橫向。所以你可以看到它很不正式，但還是很有禮貌的。

And what's the channel? It's a spoken conversation. It is a telephone conversation.

頻道是什麼？是口語對話。是電話交談。

And what's the purpose, the holistic purpose? Is it just to chit-chat, to asking how you are, how are you? Is it just to socialize? No, actually the main purpose is not just to socialize. Socializing is just part of it. The main purpose is to get something done, right? Is to arrange a lesson observation for Angel. And is this taught organized into stages?

目的是什麼？難道僅僅是為了閒聊，問你好嗎？只是為了社交嗎？不，實際上主要目的不僅僅是社交。社交只是其中的一部分。主要目的是要完成一些事情，對嗎？是給安吉爾安排觀摩課。這個教學是分階段進行的嗎？

You see the genre, genre meaning a text type is organized into different stages. Yes, it is.

你看，體裁，體裁的意思是一種文本類型被組織成不同的階段。是的，就是這樣。

Let's see how, let's analyze it. The first stage is, hello Adrian, good morning Angel. This is greetings, social niceties and casual talk. How are you today, right? And then now going into the real business. Are there lessons for me to see? So this is a request for information, this response offering information. And then give me a call, okay? Request for action when Miss Boosie gets back to you. No problem. It's promising that I will, I will offer the response. I will, I will give you, I will give you the action. And closing, social niceties. See, even a very short one minute conversation, a spoken text is very well organized. Even though it's very spontaneous, it's not scripted. But people follow predictable stages. You don't just start, hey, are there lessons for me to see today? No. You first go through the social niceties.

讓我們來分析一下。第一階段是 "你好，阿德里安"、"早上好，安琪兒"。這是問候、社交禮節和閒聊。你今天好嗎？然後進入正題。有什麼教訓要告訴我嗎？這是對資訊的請求，這是對提供資訊的迴應。然後給我打電話，好嗎？等布希小姐回覆你時再要求行動沒問題我保證，我會提供回覆的。我會，我會給你，我會給你行動。最後，社交禮節看，即使是很短的一分鐘對話，口語文本也是非常有條理的。雖然是即興的，但也不是照本宣科的。但人們會遵循可預測的階段。你不會一開始就問："嘿，今天有什麼課要上嗎？不，你首先要經歷社交禮節。

So, and then you close, you don't say, okay, goodbye. Okay. You have some social niceties, have a good day before you say goodbye. So, and then in between these two social niceties stages of opening and closing, you have the real business, request for information, offering information, request for action, promise to return the action. So the field is arranging a lesson observation. And the tenor, the social relationship is between colleagues, horizontal relationship. So it's not very formal, but still polite. Informal but polite.

所以，當你結束時，你不會說 "好吧，再見"，而是說 "好的"。好吧，在說再見之前，你要有一些社交禮節，祝你有美好的一天。所以，在開場和結尾這兩個社交禮節階段之間，你有真正的業務，要求提供資訊，提供資訊，要求採取行動，承諾回報行動。所以，現場是在安排觀摩課。而主旋律、社會關係是同事之間的關係，是橫向關係。所以不是很正式，但還是很有禮貌。非正式但有禮貌。

And the mode is spoken. Purpose of this genre is to arrange, arrange a work, a work event and request for information and action is the workplace request. And the structure of the stages is the first stage is greetings, social niceties, opening casual talk, request for information, response, request for action, response, and closing remarks, social niceties again.

而方式則是口語。這種體裁的目的是安排、佈置工作、工作活動，請求提供資訊和採取行動，是工作場所的請求。其階段結構是：第一階段是問候、社交禮節、開場閒談、請求提供資訊、迴應、請求採取行動、迴應、結束語、再次社交禮節。

Right? So if we analyze any, you can analyze any piece of text, spoken text, written text for students like this. For example, this is a piece of written text from a, from a grade four science textbook from Thailand. Let's look at this. What is this text about, right? Flowering plants are categorized as high class plants. At the adult stage, the plants produce flowers, which can develop into fruits and seeds after being pollinated and fertilized. Rose, hibiscus, sunflower, mango, banana, and papaya are flowering plants. So what is the field of this register? It's about flowering plants, right? So it's kind of like biology, the subject matter, the content topic is flowering plants. What's the world relationship between the writer and the reader? Do they know each other? It sounds like they are more formal, their relationship. They are socially quite distant from each other. And it's kind of hierarchical. The writer is like the expert.

對嗎？是以，如果我們分析任何一篇課文，你都可以這樣分析學生的口語課文和書面課文。例如，這是一篇來自泰國四年級科學課本的書面課文。我們來看看這個。這篇課文講的是什麼，對嗎？開花植物被歸類為高級植物。在成株階段，植物會開花，經授粉和受精後可發育成果實和種子。玫瑰、木槿、向日葵、芒果、香蕉和木瓜都屬於開花植物。那麼，這個註冊表的領域是什麼呢？是關於開花植物的，對嗎？所以它有點像生物學，主題、內容的主題是開花植物。作者和讀者之間是什麼關係？他們認識對方嗎？聽起來他們的關係比較正式。他們之間的社會關係相當疏遠。這是

The reader is kind of like a student. So it's a bit formal and they don't know each other.

讀者有點像學生。所以有點拘謹，而且他們互不相識。

And who's likely to be author? We just mentioned that, the expert and the student. The channel is a written medium. You can't see your audience when you're writing for someone you cannot see, someone you haven't met, as you are not writing for your friend. So it's a bit formal.

誰有可能成為作者？我們剛剛提到過，專家和學生。管道是一種書面媒介。當你為一個你看不見的人，一個你沒見過的人寫作時，你看不到你的閱聽人，因為你不是在為你的朋友寫作。所以有點拘謹。

The purpose of this text is to inform the reader about, to describe the flowering plants, right?

這篇課文的目的是向讀者介紹、描述開花植物，對嗎？

Is it organized into stages? Let's analyze this text. Yes, it seems to be organized into stages, even a very short one paragraph text. We can look at this. First of all, the technical term, the biological term, flowering plants is introduced by classifying it. Flowering plants are categorized as high cost plants. So you introduce a technical term by classifying it.

它是按階段組織的嗎？讓我們來分析一下這篇課文。是的，它似乎是按階段組織的，即使是很短的一段文字。我們可以看一看。首先，通過分類介紹了技術術語、生物術語 "開花植物"。開花植物被歸類為高成本植物。是以，通過分類引入一個技術術語。

And then you have a description. At the adult stage, the plants produce flowers.

然後就有了描述。在成株階段，植物會開花。

And then you have examples. So even for this very short text, it's highly organized, highly coherent. It goes through the different stages to inform you about this topic, the flowering plants. So again, we can analyze the register. The field is school science, flowering plants, a topic. The tenor, so you can see the vocabulary is largely related to flowering plants, to science. The writer and the reader, they are not really friends. The relationship is kind of hierarchical. So it's a little bit impersonal, a bit formal, a bit cold, formal. And the mode is written text. The purpose is to provide information on a specific topic, flowering plants. And it's a text type genre. You can understand genre as text type.

然後還有例子。是以，即使是這麼短的篇幅，也是非常有條理、非常連貫的。它經歷了不同的階段，讓你瞭解這個主題--開花植物。是以，我們可以再次對註冊表進行分析。領域是學校科學、開花植物，這是一個主題。從主旨上看，你可以看到詞彙在很大程度上與花卉植物和科學有關。作者和讀者，他們並不是真正的朋友。他們之間是一種等級關係。所以它有點不近人情，有點拘謹，有點冷漠，有點正式。它的模式是書面文本。目的是提供關於花卉植物這一特定主題的資訊。這是一種文本類型。你可以把體裁理解為文本類型。

In Chinese, we call it yu ti. Genre is yu ti. It's a text type. It's an information report.

在中文裡，我們稱之為 "餘味"。體裁是 yu ti。這是一種文本類型。是一種資訊報告。

The purpose is to inform you, to describe the flowering plants, this topic to you.

目的是向您介紹花卉植物，向您介紹這一主題。

The structure is introduction of this topic by classifying this topic, followed by, this means followed by a description, and the description is followed by examples. So it goes through predictable stages. You can expect information report. So we can, this is actually very useful to teach students if they can change flowering plants to non-flowering plants, for example.

其結構是通過對這一主題進行分類來介紹這一主題，然後是說明，說明之後是舉例。是以，它經歷了可預測的階段。你可以期待資訊報告。是以，我們可以，這實際上是非常有用的教學生，如果他們可以改變開花植物為不開花植物，例如。

They can change a topic, but they can follow this different sequence of stages, and they can write an information report on a topic. For example, if Taiwan is famous for Taiwan, what is Taiwan famous for? What kind of flowers or what kind of fruits is Taiwan? Or what kind of birds? So students can be engaged to write an information report on a special topic. What about fruits in Taiwan?

他們可以換一個話題，但可以按照這個不同的階段順序，就一個話題寫一份資訊報告。例如，如果臺灣因臺灣而聞名，那麼臺灣因什麼而聞名？臺灣有哪些花卉或水果？或者是什麼鳥類？是以，可以讓學生就某一專題撰寫資訊報告。臺灣的水果怎麼樣？

Summer fruits, I mean, summer fruits in Taiwan.

夏季水果，我是說臺灣的夏季水果。

So now we can compare. This is important to help to raise students' awareness of the different features of everyday register from academic register. So everyday registers, for example, text one, conversations, usually no technical terms. But academic text, usually you have technical or more academic terms. And for everyday communication, you can use a lot of personal pronouns because the social distance is close. But for school text, academic text, usually the social distance is not so close, maybe more hierarchical, so we seldom directly use personal pronouns. Simple sentence structures for everyday conversations, more complex like relative clauses, right? Complex sentence patterns for academic school text. Shortened forms, exclamations, hesitations, usually. We have more of these in communication when the social relationship is more casual, more horizontal. The students need to be alerted to these, otherwise they will be speaking like a book, like a textbook, right? So when they write in an academic context, it's usually more formal. When they write a story, write a drama script, write a conversation that is more casual and it's a different style, it's a different register.

現在我們可以進行比較了。這一點很重要，有助於提高學生對日常語篇與學術語篇不同特點的認識。日常語篇，例如，文本一，對話，通常沒有專業術語。但學術文章中，通常會有專業術語或更多的學術術語。在日常交流中，你可以使用很多人稱代詞，因為社會距離很近。但對於學校課文、學術課文來說，社會距離通常沒那麼近，可能等級更分明，所以我們很少直接使用人稱代詞。日常會話的句子結構比較簡單，相對從句之類的句子結構比較複雜，對嗎？複雜句型用於學校的學術文章。通常是縮短形式、感嘆句、猶豫句。當社會關係更隨意、更橫向時，我們在交流中會有更

So I'm saying that we are learning English as an additional language, right? Students in Taiwan, in Asia. So we need to help our students to understand, to have a meta-language to talk about language. We call this meta-language awareness so that they know, okay, this is a formal style, this is an informal style, this is a more academic register, this is less, this is everyday register. So these linguistic terms are helpful, even for our students, so that they can analyze future genres and future text types and future registers themselves. And this is very useful when they come across different text types, different genres, when they encounter different content topics. So implications for CREO is when language is used in authentic context, then it's not just one single homogeneous style or register. You will expect students to come across different genres, different registers, right? So if they understand, oh, I can analyze any text I come across, I won't be afraid of these. I can analyze, what's the field, that is a topic, what's the tenor, that is the social relations of the participation, participants in the conversation or in the communication, and what's the mode, written mode, spoken mode. Then students, their meta-linguistic awareness, they can analyze text for themselves, and then they can write appropriate text for appropriate communication situations themselves.

所以我說，我們正在把英語作為一門額外的語言來學習，對嗎？臺灣的學生，亞洲的學生。是以，我們需要幫助我們的學生理解，擁有一種談論語言的元語言。我們稱之為元語言意識，這樣他們就會知道，好吧，這是正式的風格，這是非正式的風格，這是學術性較強的語域，這是日常性較弱的語域。是以，這些語言術語甚至對我們的學生都很有幫助，這樣他們就可以自己分析未來的體裁、未來的文本類型和未來的語域。當他們遇到不同的文本類型、不同的體裁，遇到不同的內容主題時，這就非常有用了。是以，CREO 的意義在於，當語言在真實語境中使用時，它就不是

So that's what we are saying, the genre selection for the social purpose and the register will shape your linguistic choices, meaning vocabulary choices, sentence patterns choices.

這就是我們所說的，為社會目的而選擇的體裁和語域將決定你的語言選擇，即詞彙選擇和句型選擇。

 So I've written the whole book on this and more topics in CREO, and I'm happy to send you an electronic copy. I have a hard copy and an electronic copy, I can send you an e-copy if you email me. And in the book, I talk about vocabulary, sentence patterns, functions, and text types. Text types, we can roughly use text types to refer to genres, genres UT, and then the context, the context in which you're communicating. So now I have used up the time for this mini lecture, and I have some examples, some applications with the activity sheets, and your workshop facilitator, your mentor, will facilitate you and will help you to discuss and to do the examples and activities. So feel free to email me, I have my email on my PowerPoint, and I will send you, I'll send you an e-copy of my book. Okay, bye!

是以，我已經寫了整本書，涉及 CREO 中的這一主題和更多主題，我很樂意給你發一份電子版。我有硬拷貝和電子版，如果你給我發電子郵件，我可以給你發電子版。在書中，我談到了詞彙、句型、功能和文本類型。文本類型，我們可以粗略地用文本類型來指體裁、體裁UT，然後是語境，即你交流的語境。現在，我已經用完了這個小型講座的時間，我還準備了一些例子、一些應用和活動單，你們的工作坊主持人，也就是你們的導師，將為你們提供便利，幫助你們討論和完成這些例子和活動。歡迎給我發電子郵件，我的 PowerPoint 上有我的電子郵箱，