ENHANCING DISCIPLINARY AND GENRE LITERACY: A GENRE-ORIENTED APPROACH TO TEACHING ENGLISH FOR SPECIFIC ACADEMIC PURPOSES

This article explores the ways to teach disciplinary literacy through a genre-oriented approach, which emphasises the impact of genre and disciplinary conventions on the structure and language used in scholarly texts. Drawing from international research, the study examines the implementation of this approach in Russian academic settings. The findings suggest that implementing the techniques of the “teaching-learning cycle” enables students to effectively navigate the process of mastering disciplinary genre conventions, empowering them to create texts in target genres. Developing these skills enhances students’ publishing and conference presentation opportunities, facilitating their integration into professional communities. Additionally, the approach improves overall writing quality by enhancing language selection and fostering metacognitive skills.