Speaking in a second or foreign language has often been viewed as the most demanding of the four skills. When attempting to speak, learners must master their thoughts and encode them in the vocabulary and syntactic structures and functions of the target language for a communicative purpose. This desire for speaking stems from the desire for communicating with the members of another community. Because, what is language but communication? Communication is what has allowed man to evolve and develop. It is at the heart of any relationship and forms the basis of human civilization.
Oral communication and conversation is the rock on which personal relationships are built. It is such a common part of our everyday lives that we take it for granted. From a casual conversation with a stranger at a bus stop to an intimate conversation with some friends, it would be impossible for us to go about our daily lives without being able to communicate with others.
It is not only on a personal level that oral communication is important. When we watch TV, listen to the radio, listen to a lecture at university, we are participating in an oral communication act and certainly, when we listen to a personal, short story or an anecdote.
In this study, we will look at the different factors involved in accomplishing a specific task like storytelling by setting the differences between an oral and a written story. We will also look at the intentionality of the communicative situation, at the strategies used to overcome any deficiency in language competence, the functions involved and, mainly, at the process whereby students will be able to be successful in this specific communicative situation.
This paper is divided into two main parts: the first part is a theoretical background which is necessary to build the second part, that is, the practical part, where the different activities are presented to improve progressively the students' four skills in order to develop the final task, which consists of students creating their own personal story to produce it orally in class with their classmates as their audience.
Table of Contents
1. INTRODUCTION
1.1. Storytelling.
2. LITERATURE REVIEW
2.1. Communication.
2.2. Communication process and its strategies
2.3. Pragmatics.
2.3.1. Speech acts.
2.3.2. Language functions
2.3.3. Storytelling: spoken vs written
2.3.4. Text and Context.
A) Spoken stories.
B) Written stories
3. DISCUSSION: From process to product.
Experiencing a meaningful, motivating and memorable learning
3.1. Materials design and lesson planning
3.2. PART I: developing fluency
3.3. PART II: developing accuracy
3.4. PART III: developing pronunciation
3.5. PART IV: storytelling
4. CONCLUSION
Objectives and Research Focus
The primary objective of this study is to explore how the implementation of storytelling as a pedagogical tool can enhance the foreign language learning process, making it more meaningful, motivating, and memorable for students. The work investigates the discourse features and cognitive processes necessary for students to successfully create and perform personal narratives in a foreign language context.
- Theoretical analysis of communication strategies and pragmatics in language learning.
- Distinction between oral and written discourse features in storytelling.
- Development of a didactic framework for sequenced activities in the classroom.
- Practical application of narrative skills focusing on fluency, accuracy, and pronunciation.
Excerpt from the Book
SPEECH DISCOURSE: MY TRIP TO BIRMINGHAM
I was 20 years old back then, I must say that I was a really innocent girl, and I was living on my own in England. I had a friend living in a city far from my place, so we decided to meet somewhere in the middle, somewhere called Birmingham. All my friends advised me to be careful as it seems it was one of the most dangerous cities in England. I decided not to pay attention and I took my bus to get there. This bus was supposed to leave me at the coach station but unfortunately the last stop was in the heart of an industrial area.
I remember asking the bus driver if he was sure about that stop. As he nodded, I stepped off the bus. As you can imagine, on a freezing Thursday November night there was not even a soul in the street. And there I was, with my bag, walking in circles wondering where to go. And suddenly, this black guy appeared out of nowhere.
Obviously I asked him the way to the coach station and he said ‘follow me, I’ll show you the way!’ and guess what I did… I did not even stop and think about it for a second… So there I went with him without even thinking about it for a moment. Surely, I kept trying to find the words to start a conversation with him because I barely spoke English. Suddenly, I took my mobile phone out of my pocket to check if my friend had called me and this guy said, ‘ey, can I have a look at your mobile phone?’ I was glad he had said something to me for the first time and imagine what I did… I happily answered him back, ’sure! But it is a really old mobile!’ As you will suppose, he took it and left running away with it in his hand. I started crying and yelling, ‘no please!!! I need it!!!’ and surprisingly, he answered me back, ‘the station is over there!!!’ pointing out with his hand. And, the worst thing of all is that he was right: the station was right there. He did not even want to mug me, it was me who decided to give my mobile phone to him!
Summary of Chapters
1. INTRODUCTION: This chapter introduces the significance of oral communication in language learning and outlines the study's focus on storytelling as a means to achieve communicative competence.
2. LITERATURE REVIEW: This section covers the theoretical foundations, including the definition of communication, pragmatic competence, speech acts, and the structural differences between oral and written narratives.
3. DISCUSSION: From process to product.: This chapter details the practical didactic application, outlining how to design materials and sequence activities to guide students from story development to final oral performance.
4. CONCLUSION: The final chapter summarizes the results of the project, highlighting how the integration of storytelling successfully engaged students and bridged the gap between theory and practice.
Keywords
Storytelling, Communicative Competence, Pragmatics, Speech Acts, Foreign Language Learning, Oral Discourse, Written Discourse, Materials Design, Narrative Structure, Fluency, Accuracy, Pronunciation, Classroom Activities, Language Functions, Didactic Implementation
Frequently Asked Questions
What is the core focus of this publication?
The publication focuses on using storytelling as a powerful, motivating, and meaningful educational tool to improve foreign language learning by integrating pragmatic functions and communication strategies into the classroom.
What are the central themes discussed in the study?
The central themes include the transition from theoretical knowledge of communication and pragmatics to the practical implementation of storytelling, emphasizing student engagement and the development of narrative skills.
What is the primary goal of the author?
The primary goal is to help students (specifically in the 16-19 age range) move from passive language learners to active, successful storytellers through a structured, multi-stage didactic process.
What scientific methods are utilized?
The study utilizes a communicative approach, incorporating linguistic theories such as speech act theory, discourse analysis, and the distinction between competence and performance, alongside established pedagogical methodologies for material design.
What content is covered in the main section?
The main section covers practical classroom implementation, starting with lesson planning and the use of "skeleton stories," followed by specific tasks to improve student fluency, grammatical accuracy, and pronunciation.
Which keywords characterize this work?
Key terms include storytelling, communicative competence, pragmatics, speech acts, and language functions, which encapsulate the integration of theory and practical classroom activity.
How does the author define a "skeleton story"?
A skeleton story is defined as a brief written outline providing the minimal essential elements, such as the plot and character details, which serve as a scaffold for students to construct a full narrative.
Why is there a distinction between oral and written storytelling in the methodology?
The distinction is vital because oral storytelling relies on immediate interaction, negotiation of meaning, and flexible language use to maintain audience attention, whereas written stories are fixed and rely on text-based coherence.
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- Paula Lluesma Gordo (Autor:in), 2011, Making Foreign Language Learning Meaningful, Memorable and Motivating through Storytelling, München, GRIN Verlag, https://www.grin.com/document/264457
