Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework

Autor/inn/en	Tardy, Christine M.; Sommer-Farias, Bruna; Gevers, Jeroen
Titel	Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework
Quelle	In: Written Communication, 37 (2020) 3, S.287-321 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088320916554
Schlagwörter	Writing Instruction; Teaching Methods; Literary Genres; Metacognition; Correlation; Role; Multilingualism; Writing (Composition); Writing Research; Language Role; Writing Processes; Language Usage; Vocabulary; Guidelines; Social Environment; Personal Narratives; Portuguese; Academic Language; Native Language; College Faculty; Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Literarische Form; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Rollen; Mehrsprachigkeit; Multilingualismus; Schreibübung; Schreibforschung; Sprachgebrauch; Wortschatz; Richtlinien; Soziales Umfeld; Erlebniserzählung; Portugiesischunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fakultät; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers' knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their interrelationships are often unclear. Furthermore, scholarship has tended to overlook the role of multiple languages in writers' genre knowledge. In this article, we first trace the use of related terminology and demonstrate the need for theoretical clarity. We then propose a theoretical framework that articulates key layers of genre knowledge and their interrelations, presuming a multilingual writer. Finally, we share examples of how this proposed framework may be used in teaching and researching genre knowledge. Ultimately, we aim to contribute to ongoing theoretical, empirical, and pedagogical explorations and applications of knowing and learning genres. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01