Building Context: Using Activity Theory to Teach About Genre in Multi-Major Professional Communication Courses

被引：30

作者：

Kain, Donna ^{[1
]}

Wardle, Elizabeth ^{[2
]}

机构：

[1] East Carolina Univ, Dept English, Greenville, NC 27858 USA

[2] Univ Dayton, English, Dayton, OH 45469 USA

来源：

TECHNICAL COMMUNICATION QUARTERLY | 2005年 / 14卷 / 02期

关键词：

D O I：

10.1207/s15427625tcq1402_1

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

Instructors in multi-major professional communication courses are asked to teach students a variety of workplace genres. However, teaching genres apart from their contexts may not result in transfer of knowledge from school to workplace settings. We propose teaching students to research genre use via activity theory as a way of encouraging transfer. We outline theory and research relevant to teaching genre and provide results from a study using activity theory to teach genre in two different professional communication courses.

引用

页码：113 / 139

页数：27

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