Guided and Unguided Acrostics Tasks

Luwei Bai

《International Journal of Social Science and Education Research》 5卷3期 (2022/03) Pp. 522-530

https://doi.org/10.6918/IJOSSER.202203_5(3).0087

摘要

Creative writing tasks have long played a role in ESL classrooms. Differentiated in the levels of formal constrain, creative writing tasks shape and reshape learners' language from syntacticaland lexical, paradigmatical, and syntagmatical aspects. Tin (2010) looked at two types of creative writing tasks: acrostics, which had strict formal constraints, and similes, which had less strict constraints. When compared to similes, acrostics forced learners to consider both form and meaning at the same time, resulting in greater options for complex syntax and creative language use. These findings imply that such activities serve to add funs in the ESL classroom while also improving learning. Due to a lack of vocabulary and experience, learners with limited English ability may struggle with these types of form‐oriented play exercises. The goal of this essay is to see if teachers can provide appropriate direction to help an unskilled student complete a creative writing task successfully. In this research, a pre‐teaching task involving the use of mental image is designed to aid learners with pre‐intermediate level in ESL classrooms. As a result, it is suggested that under the designed guidance of teachers, learners were able to improve their performance in creating pictorial scenes and expanding the use of lexis.

關鍵字

ESL ； English level ； Creative writing

參考文獻

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