Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge
Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge
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意识与生产：探究学生的先行类型知识
DOI：
10.1177/1050651910371302
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发表时间：
1969
影响因子：
2.2
通讯作者：
Janna Fox
中科院分区：
文献类型：
--
作者：
N. Artemeva;Janna Fox
本文以一项工程学体裁能力评估为例，探讨了学生先前或之前的体裁知识对其学科体裁能力发展的作用。这项诊断性评估的初步结果表明，学生成功地识别和描述一种体裁的修辞和语篇特征的能力并不能保证他们在该体裁中的成功写作表现。虽然以前积极参与体裁创作(写作)似乎对学生的体裁写作能力有决定性的影响，但这种参与似乎是体裁能力发展的必要但不充分的先决条件。作者讨论了在交际课程早期探索学生先行体裁知识作为课程设计中宏观层面的课程决策和微观层面的教学调整的潜在来源的有效性，并提出了未来研究的方向。
This article explores the role of students’ prior, or antecedent, genre knowledge in relation to their developing disciplinary genre competence by drawing on an illustrative example of an engineering genre-competence assessment. The initial outcomes of this diagnostic assessment suggest that students’ ability to successfully identify and characterize rhetorical and textual features of a genre does not guarantee their successful writing performance in the genre. Although previous active participation in genre production (writing) seems to have a defining influence on students’ ability to write in the genre, such participation appears to be a necessary but insufficient precondition for genre-competence development. The authors discuss the usefulness of probing student antecedent genre knowledge early in communication courses as a potential source for macrolevel curriculum decisions and microlevel pedagogical adjustments in course design, and they propose directions for future research.