This paper presents a pedagogical framework for integrating language awareness development into genre-based writing instruction for intermediate EFL learners in university. Using an authentic online restaurant review as a model text, the study demonstrates how explicit analysis of genre, register, schematic structure, and interpersonal meaning can scaffold learners' understanding and production of evaluative language, with a specific focus on adverb-adjective collocations. The proposed three-stage teaching cycle—Modelling, Joint Construction, and Independent Construction—highlights a process from analytical deconstruction to independent written production. Findings suggest that this approach enables learners to notice salient linguistic features within a meaningful communicative context, thereby enhancing both their metalinguistic awareness and their ability to write effective evaluative texts.
Cai Shiqi (2025) studied this question.