Accelerating and sustaining Learning of English via Storytelling (original) (raw)
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TEACHING ENGLISH LANGUAGE THROUGH STORYTELLING
The presented article deals with the benefits of using storytelling in the classroom, which is based mainly on the shared experience with a famous storyteller and teacher-trainer Michael Berman and a workshop carried by Paula Stoyle. We often give stories to our students to read, but how often do we tell them a story? Thus, the article looks at the benefits of storytelling and gives advice on performance skills. Students have an innate love of stories. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a unique way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions. Stories Provide a Common Thread That can help Unite Cultures and Provide a Bridge Across the Cultural Gap… One can hardly find a person, who wasn't brought up on the stories told by the grandparents or parents sitting at the fireplaces or bedsides and stirring childhood's rich imagination and travelling on the paths of imaginary world like Alice in wonderland or Harry Potter…if it was not so, some others, perhaps, used to read fairy-tales and myths, folklore, legends or real stories. We hope the readers and learners would agree with us, that childhood 's stories stay in mind for ever ,as the first impression and experience you have got at your young age is unforgettable and the most impressive knowledge of the world and life! For this reason we think that teaching the foreign language through the story-telling is the most interesting and impressive way for successful learning the language. We have collected some widespread and oldest stories of different cultures and presented them with their activities in order to make the process of learning English more interesting and easily adaptable. The presented article deals with the benefits of using storytelling in the classroom, which is based mainly on the shared experience with a famous storyteller and teacher-trainer Michael Berman and a workshop carried by Paula Stoyle. We often give stories to our students to read, but how often do we tell them a story? Thus, the article looks at the benefits of storytelling and gives advice on performance skills. Students have an 53
Art of Storytelling: A Critical Perspective on English Language Teaching
2020
Storytelling is the actual form of teaching and can nurture emotional intelligence and help the child gain insight into human behavior. It also upholds language learning by enriching learners’ vocabulary and acquiring new language structures and sentences. Moreover, storytelling can provide a motivating and a kind of low anxiety context for language learners. This storytelling tips given in this, are meant to help the teacher as a storyteller she or he prepares for a storytelling performance for students. Also, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. It is a fact, that, the studies generally believe in the effectiveness of storytelling relies on the fact that it is fun, engaging and, raising learners’ interest in listening to stories, and in speaking, writing and reading about them. Introduction: Language is a means of communication where we express ourselves better to the audience. To learn a lan...
A Development of Storytelling in Teaching English Speaking at Junior High School
2020
This research is conducted to motivate students' speaking skill in English. The purpose of this research is to design a learning model namely 'Storytelling' to be used as a valid, practical, and effective model to teach English speaking skills at Junior High School (SMP) level. This research is a development research (R&D). The population was the eighth-grade students of Junior High School in Sungai Penuh Subdistrict, Sungai Penuh City. The data in this research are in the form quantitative data. The instruments used on the development of the Storytelling model in teaching English speaking skills were questionnaires, checklists, and English-speaking tests. The questionnaire was made in the form of Likert scale. It was used to measure the implementation of the learning process of English speaking skills in schools. The model has been implemented and validated before being applied by the teacher in the teaching process. The pre-test and post-test scores were analyzed by means of descriptive statistical analysis, homogeneity test, normality test, and t-test using computer facility for SPSS Version 16.0 program. The storytelling learning model for students' speaking skills has generated products namely model book, teachers' book and student's book. The findings of the research can be referred as guidance by teachers and students in order to improve speaking skills through storytelling.
The Power of Storytelling in Teaching English to Young Learners
1st International Seminar Childhood Care and Education: Aisiyah’s Awareness on Early Childhood and Education - ISBN:978-602-342-045-2, 2015
Using stories for educational purposes is an effective teaching strategy especially for teaching young learners. Most young learners enjoy listening to the stories. Stories have power which can bring the young learners into a world of imagination and draw a colorful picture with many interesting characters in the story. Storytelling is one of the most useful techniques to attract young learners in learning process effectively. Telling stories have a good chance for young learners to discover experience of real life and the language learning experience together. Storytelling is a kind of teaching method which can help the young learners to knowledge, literacy, imagination, creation and critical thinking. Therefore,storytelling would be very useful to teach foreign language for young learners. It promotes expressive language development in oral and written form and present new vocabulary and complex language in the powerful form that inspires children to emulate the model they have ex...
Journal of Language and Linguistic Studies, 2008
In order to determine their motivation for learning English as a foreign language; their preferred learning activities; and, in particular, their attitudes towards learning English through the medium of storytelling, a questionnaire was administered to 21 students from the 4 th year of Kafkas University private primary school in Kars, Turkey. The results show that both story telling and grammar were perceived as very enjoyable by a majority of the participants, 71.43% and 52.38% respectively. Audio and visual teaching aids and comprehension questions were found to make a substantial contribution towards facilitating understanding of the stories. The participants demonstrated various types of extrinsic and intrinsic motivation towards learning English, in particular the belief that English would be useful, in some unspecified way, in the future (52.38% of respondents). The most popular learning activities were found to be first language games, second acting out the stories, and thir...
Implementing storytelling technique to teach english language skills
2016
This classroom project was carried out in a public elementary school in Pereira with fifth graders by a pre-service teacher and two observers from the English language teaching program from the UTP. This project was aimed at implementing storytelling technique so as to teach English language skills and to find evidence of the results after the implementation. This project was implemented through normal English lessons by making use of stories as the main source to gather data on the students’ responses towards this implementation. The information collected was stated in different observation reports and in the teacher’s journal. Also, in order to have a clear idea of what the project was going to be, we had in mind the definition of different concepts such as, storytelling technique, language skills, the features of a story and its importance conveyed with language learners. We also included a literature review that gave us theoretical support on some related studies that were carri...
“Everyone Has a Story to Tell: Learning English Through Narratives”
2017
The present study is about the use of Narratives in the classroom of English especially where English is taught and learned as second language. In India, tradition of narratives is really ancient. Fables used to give moral values amongst children. But their use for learning second language makes it more interesting productive and outcome is beyond expectation. ELT always strives for innovative practices in classroom to make it more result oriented. Narratives, that too from first language or from present situation make atmosphere interdisciplinary but bring productive results. My aim is to present my views for the development of narrative skills in teaching English.
EFL Students’ Perceptions on the Use of Storytelling towards English Speaking Proficiency
Edumaspul: Jurnal Pendidikan
In this modern era, where everything is entirely technological, storytelling can still be found everywhere, not only in children's reading books or school books but also on the internet, for learning media. In Indonesia itself, there are a plethora of storytellings. Storytelling as a medium for teaching speaking is also expected to improve EFL students' language skills. Using storytelling as a method to teach speaking is also one of the ways that teaching speaking activity becomes enjoyable. In this study, the research aims to know EFL students’ perception of storytelling and their proficiency in English speaking skills using storytelling. This research is conducted using a quantitative method. The data are collected by questionnaire to determine their understanding of storytelling and test; the scoring method employs a speech to text application; we grade three aspects: pronunciation, fluency, and accuracy. The sample of this research is UTY English education EFL students i...
Sudanese Online Research Journal, 2021
Story telling is an art of converting events into meaningful phrases and sentences. Sometimes stories are told to share information, culture, norms and awareness and sometimes the sole purpose of telling stories is just entertainment. However, storytelling is not just limited to this. It can effectively be used in teaching of English language. Particularly this research is focused on the useful technique of storytelling to develop speaking skills among beginner level students. From Wad Medani English School (GR 1), at El Gezira state, Sudan, thirty students were selected as a sample for this research including both male and female. It was an experimental study with analytical descriptive method. Collected data was run on SPSS and findings were interpreted after gaining results from the software. Statistically significant results were obtained for the students of experimental group which were levels of knowledge (0.005), comprehension (0.010), application (0.004), analysis (0.045), s...
Ijass Journal, 2021
5-year junior college students have higher learning motivation than high school students. How learning motivation affects English learning outcome is the concern of many 5-year junior college English teachers. Storytelling ability plays an important role in English learning. This study aimed to the influence of storytelling ability on English learning from a cognitive perspective. It is found that time, knowledge and attitude are three important factors in cultivating storytelling ability. In the process of English learning, the language produced is carrying knowledge, and knowledge will accumulate gradually with time, while good attitudes will emerge, which will improve English learning outcome. It is suggested that future research can be based on the results of this study to carry out empirical research to examine the model of this study.