VEJOH - VERITAS JOURNAL OF HUMANITIES

Intertextuality is a literary theory which postulates that no text is an entity. The theory formed in the 60s by Julia Kristeva postulates that every text is a collection, a mosaic of quotations from other texts. It is the effective presence of other texts in another text. Though Kristeva and all the precursors of this theory approached it in perspectives of poetics to describe the origin of a text. However, Georges Perec in his works has demonstrated the use of intertextuality as a narrative device with which he uses to write his works. It is common knowledge that teachers face a lot of problems in the teaching of writing skills so since the communicative and action-oriented approaches allows the teacher to be eclectic and creative in teaching, the main aim of this paper is to explore the possibility of using intertextuality for the teaching written expression in a class of French as a foreign language. We have discussed ways that intertextuality can be used as a didactic game to teach students to develop their writing skills. This study also teaches how transforming what one has read into writing can become a way of grasping the means of writing from the inside. Using the communicative method and leaning on the action-oriented approach, we came to the conclusion that intertextuality used as a didactic game will help learners develop implicit knowledge of the language that will enable them to participate easily and naturally in written expression in the classroom and outside.

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