Introduction Participant observation, for many years, has been a hallmark of both anthropological and sociological studies.
Creative writing for language learners and teachers 4. Creative writing normally refers to the production of texts which have an aesthetic rather than a purely informative, instrumental or pragmatic purpose.
Most often, such texts take the form of poems or stories, though they are not confined to these genres. Letters, journal entries, blogs, essays, travelogues, etc. In fact, the line between creative writing CW and expository writing ER is not carved in stone.
In general, however CW texts draw more heavily on intuition, close observation, imagination, and personal memories than ER texts. One of the chief distinguishing characteristics of CW texts is a playful engagement with language, stretching and testing its rules to the limit in a guilt-free atmosphere, where risk is encouraged.
Such writing combines cognitive with affective modes of thinking. As the poet, R. If you want to write a Limerick, then you have to follow the rules governing limericks. If not, what you produce will be something other than a limerick: The interesting thing is that the very constraints which the rules impose seem to foster rather than restrict the creativity of the writer.
This apparent paradox is explained partly by the deeper processing of thought and language which the rules require. What are the benefits of CW for learners?
CW aids language development at all levels: It requires learners to manipulate the language in interesting and demanding ways in attempting to express uniquely personal meanings. In doing so, they necessarily engage with the language at a deeper level of processing than with most expository texts.
Craik and Lockhart The gains in grammatical accuracy and range, in the appropriacy and originality of lexical choice, in sensitivity to rhyme, rhythm, stress and intonation, and in the way texts hang together are significant.
As mentioned above, a key characteristic of CW is a willingness to play with the language. In recent years there has been a resurgence of interest in the role of play in language acquisition. These are precisely the kinds of things L2 learners are encouraged to do in CW activities.
This playful element encourages them to play creatively with the language, and in so doing, to take the risks without which learning cannot take place in any profound sense. And maybe language play can provide the key.
CW puts the emphasis on the right side of the brain, with a focus on feelings, physical sensations, intuition and musicality. This is a healthy restoration of the balance between logical and intuitive faculties. It also affords scope for learners whose hemisphere dominance or learning-style preferences may not be intellectual or left brain dominant, and who, in the normal process of teaching are therefore at a disadvantage.
Perhaps most notable is the dramatic increase in self-confidence and self-esteem which CW tends to develop among learners.
Learners also tend to discover things for themselves about the language… and about themselves too, thus promoting personal as well as linguistic growth. Inevitably, these gains are reflected in a corresponding growth in positive motivation.
Among the conditions for promoting motivation, Dornyei Create a pleasant and supportive atmosphere. Promote the development of group cohesiveness. Make learning more stimulating and enjoyable by breaking the monotony of classroom events. Make learning stimulating and enjoyable by increasing the attractiveness of tasks.
Make learning stimulating and enjoyable for learners by enlisting them as active task participants. Present and administer tasks in a motivating way. Provide students with regular experiences of success. Increase student motivation by promoting cooperation among the learners.
Increase student motivation by actively promoting learner autonomy. Offer rewards in a motivational manner.Free, high-quality videos, lesson plans, and other digital resources from PBS for you & your students.
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