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Students' Tacit Knowledge of Writing and Its Acquisition

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Bibliographic Details
Title: Students' Tacit Knowledge of Writing and Its Acquisition
Authors: ZOU Jiarui, RONG Weidong
Source: Jiaoshi jiaoyu xuebao, Vol 12, Iss 6, Pp 70-78 (2025)
Publisher Information: Journal Press of Southwest University, 2025.
Publication Year: 2025
Collection: LCC:Theory and practice of education
Subject Terms: writing knowledge, explicit knowledge, tacit knowledge, writing context, reflective dialog, writing practice, Theory and practice of education, LB5-3640
Description: Tacit knowledge, like explicit knowledge, is a crucial component of an individual's knowledge system. It primarily refers to knowledge deeply rooted in personal behaviors, emotions, experiences, and habits-knowledge that is difficult to articulate systematically in language or writing. It is characterized by being tacit, personal, and contextual. According to the SECI model, four modes of transformation exist between explicit and tacit knowledge. Among these, effective acquisition of tacit knowledge can be achieved through socialization, externalization, and internalization. Students' writing knowledge also consists of both explicit and tacit knowledge. Combining existing classifications of writing knowledge with the nature of tacit knowledge, students' tacit writing knowledge can be categorized into three types: contextual knowledge, meaning-making knowledge, and skill-application knowledge, based on the dimensions of task context, discourse outcomes, and writing skills. These three types of tacit knowledge, given their distinctive characteristics, have distinct acquisition pathways: creating authentic writing contexts to enhance students' contextual analysis skills engaging in reflective dialog to externalize meaning-making knowledge, and practicing writing to internalize skills as tacit knowledge.
Document Type: article
File Description: electronic resource
Language: Chinese
ISSN: 2095-8129
Relation: https://doaj.org/toc/2095-8129
DOI: 10.13718/j.cnki.jsjy.2025.06.009
Access URL: https://doaj.org/article/6d6823717c6c4947a62b08629624f20a
Accession Number: edsdoj.6d6823717c6c4947a62b08629624f20a
Database: Directory of Open Access Journals
Description
Abstract:Tacit knowledge, like explicit knowledge, is a crucial component of an individual's knowledge system. It primarily refers to knowledge deeply rooted in personal behaviors, emotions, experiences, and habits-knowledge that is difficult to articulate systematically in language or writing. It is characterized by being tacit, personal, and contextual. According to the SECI model, four modes of transformation exist between explicit and tacit knowledge. Among these, effective acquisition of tacit knowledge can be achieved through socialization, externalization, and internalization. Students' writing knowledge also consists of both explicit and tacit knowledge. Combining existing classifications of writing knowledge with the nature of tacit knowledge, students' tacit writing knowledge can be categorized into three types: contextual knowledge, meaning-making knowledge, and skill-application knowledge, based on the dimensions of task context, discourse outcomes, and writing skills. These three types of tacit knowledge, given their distinctive characteristics, have distinct acquisition pathways: creating authentic writing contexts to enhance students' contextual analysis skills engaging in reflective dialog to externalize meaning-making knowledge, and practicing writing to internalize skills as tacit knowledge.
ISSN:20958129
DOI:10.13718/j.cnki.jsjy.2025.06.009