In the field of intercultural business and technical communication, intercultural communication has been a regular topic in curriculum for decades; various teaching approaches exist for developing students’ cultural awareness and helping them achieve a theoretical understanding about the concept of culture, cultural differences, and cultural conflict. But quite often teaching and learning are limited in the classroom context, although it is true that study abroad programs are available for a small group of students. As a result, students do not have enough opportunities to interact with members of other cultures, which limits students’ potentials for gaining intercultural competence. This study explores the rhetorical nature of simulations, defines the perspective of using activity theory as a framework to understand the learning process occurring in simulations, and provides an intercultural simulation example to explain how instructors can incorporate simulations into the business and technical communication curriculum.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by University of Minnesota Duluth LSBE Faculty Grant Spring 2017.
© The Author(s) 2019.
- activity theory
- intercultural simulation
- procedural rhetoric
- simulation rhetoric
- synthetic culture