process, may be metaphorically
compared to
weaving (Broukal 2002). When we
weave stories, one thread may be our
personal life, another thread may be
our imagination, and other threads
may come from our social experiences
and how they affect us in some way or
another. In addition, writing as weaving
may be realised when we develop
a story within another story or piece
of writing. In this sense, our students
can weave stories through letters, for
example. In this article I share two
ways in which letters can be used to
tell stories with different groups of
learners, beginners and advanced, and
in so doing develop their English language
learning.
Based on some theoretical concepts
that connect English as a Foreign Language
(EFL) learning with authenticity
and communicative competence,
I will describe two activities I have
explored with secondary school learners.
The first activity is part of a lesson
that involves writing letters to introduce
oneself to a group of beginning
learners. The second activity, targeted
at advanced teenage learners, demonstrates
how an epistolary story—a
story told by a series of diary entries,
letters, or other types of writing—can
encourage creative writing and language
improvement. This activity may
be carried out during a long period of
time, and its end product is the collection
of epistolary stories.
เป็นการพัฒนาทักษะการเขียนเพื่อการปฏิสัมพันธ์ วัตถุประสงค์การเรียนรู้ยังเน้นความเกี่ยวข้องของการพัฒนาทักษะการเขียนที่ใช้ความคิดสร้างสรรค์และจินตนาการ
From : English Teaching Forum 2011, Volume 49, Number 4
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