การพัฒนาทักษะการเขียน ผ่านทักษะการอ่านสำหรับนักศึกษาไทยเอกภาษาเยอรมันในระดับเบื้องต้น

บทคัดย่อ

Writing has always been considered a challenging task for German language learners especially those who have only studied it for one year. It is an undeniable fact that learners with extensive exposure to reading materials may possess the knowledge to write better than the others. This means reading can enhance students’ writing performance. This paper provides systematically designed exercises for teachers to assist A2 level students of German language major in their writing skills. The suggested tasks are an attempt to make the close linkage between reading and writing works as the learning process by relating the two language skills and using the reading tasks to think and write about them. The sequence of exercises is based on the theoretical framework of Kraschen's "Input-Hypothesis" (Krashen 1985: 98f.; zit. nach Kast 1999: 66), Neuner's Model "From Textreception to Textproduction" (Neuner u.a. 1981) and "The 3-Phase-Model" of Schmölzer-Eibinger (2008). The materials are designed to help the students to activate their existing knowledge, stimulate new ideas and trigger motivation to write about a given topic. These suggested tasks can be adapted according to the different learning levels.