Abstract:
In an increasing number of post-graduate programmes in Kazakhstan, students may be expected
to produce academic or professional texts in up to three languages—Kazakh, Russian, and En glish. While previous research has shown the benefits of genre-based approaches to English ac ademic development, this study seeks to understand students’ development of genre knowledge in
multiple languages simultaneously. Using Tardy’s (2009) four-part genre knowledge framework,
a survey measuring self-reported genre knowledge in three languages was developed and
administered to Master’s and PhD students (n=283) at 6 Kazakhstani universities, followed by
interviews of students (n=43), teachers (n=34) and administrators (n=30) on approaches to
genre knowledge development. Survey data revealed students generally have higher genre
knowledge in Russian, followed by Kazakh and English. Students have higher Formal knowledge
than other types of genre knowledge across languages. Interview findings suggest students are
primarily influenced by IELTS exam-based, Formal knowledge approaches to education in En glish. The results suggest a need for both explicit instruction in non-structural elements of genre
knowledge in three languages, and expanded identification of the key components of genre
knowledge in languages other than English.