Keywords
Abstract
This article examines the linguistic features of informational texts in English from a pedagogical perspective, emphasizing their relevance to English language teaching and academic literacy development. The study analyzes lexical, grammatical, and discourse-level characteristics that distinguish informational texts, including specialized vocabulary, nominalization, passive constructions, syntactic complexity, and cohesive devices. Particular attention is given to the challenges these features present for language learners and the instructional strategies required to address them effectively. Drawing on functional linguistics and genre-based pedagogy, the article highlights the importance of explicit instruction in helping learners comprehend and produce informational texts. The findings underscore the role of targeted pedagogical approaches in enhancing learners’ reading comprehension and academic writing skills in educational contexts.
References
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