<b>THE SUITABILITY OF GENRE ANALYSIS TEACHING METHODOLOGY IN ESL CLASSROOM</b>

<i>This paper justified the employment of genre analysis strategy as</i><i> </i><i>a teaching methodology that befits an English as Second Language( ESL) or English as Foreign Language( EFL) classroom and student by enhancing his communicative competence in the Target Language (TL). It was highlighted in this presentation that at the heart of this teaching methodology is the realization of context of situation: the learner is made to understand that the meaning of a communicative piece or of an utterance in a text is embedded in a situated context. On this basis, this work drew upon the theoretical framework</i><i> </i><i>of M.A.K. Halliday’s</i><i> </i><i>Systemic Functional Linguistics (SFL) and English for Specific Purposes (ESP)models, for these two linguistic approaches are concerned with what language is used for or its function which is the basis of genre approach. The writer concluded that much as ESL teaching and learning activities require eclecticism, on the part of the language teacher, genre analysis method affordsthem </i><i>the leverage to define and settle on particular and relevant skills required of a student, and ultimately, the learner experiences how language operates within a particular context.</i>