All over the world stories are told to people and children. This phenomenon is very old. Just think of cave-painting which told stories to others only with the usage of pictures. By and by, following generations shared the same principle. That is the same how it went on with stories and fairy-tales. They bring culture along having a great value according to their contents, texts and language which are authentic. And so they are worth to use them in the classroom to teach a foreign language in connection with cultural features.
The offer of children’s literature covers old-known and new published books all the time that pupils could not be bored of. The teacher can prepare them in a way that the stories suit the children in conformity with their age, mental stage and interests. So stories are still up to date and being loved by the children, providing a familiar context. There are so many that it is easy to find some for the English speaking classroom. The problem of detecting good stories is more likely. By courtesy of knowledge about the children’s interests and the exercise to look over a new book and to know if it is a good one or not, it will be easy to compile a personal bibliography of children’s literature. They are proved to pick up previous knowledge of children in the classroom. So storytelling has been established by many English teachers as a worthwhile method. That is the reason for lots of material according to storytelling, which can be found in the internet and in educational literature.
In this term paper, I am going to demonstrate the didactic functions of storytelling starting with the concept of this method. Main points will be cognitive aims while learning a foreign language by means of stories. After all, a further point will be the usage of it, beginning with the choice of the story and ending with the telling of it. Another chapter will be about the features that make a good storyteller
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Intention of storytelling
- Concept of this method
- The didactic functions of storytelling in the primary school classroom
- Motivation
- Holistic learning
- Multiple intelligences and suitable practice
- Social abilities
- Intercultural aims
- Listening comprehension
- Choosing and preparing a story for the lesson
- How to be a good storyteller
- Conclusion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper aims to demonstrate the didactic functions of storytelling in the primary school English classroom, focusing on the cognitive aims of learning a foreign language through stories. The paper examines the concept of storytelling as a teaching method, exploring its potential for motivating students, fostering holistic learning, and developing multiple intelligences and social abilities. It also delves into the role of storytelling in cultivating intercultural understanding and enhancing listening comprehension skills.
- The didactic functions of storytelling in the primary school English classroom
- Cognitive aims of learning a foreign language through stories
- The concept of storytelling as a teaching method
- The role of storytelling in developing language skills and cultural awareness
- Practical considerations for choosing, preparing, and delivering stories in the classroom
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction explores the historical significance of storytelling and its relevance to language learning. It argues that stories offer a rich and engaging platform for introducing students to a new language and culture. The chapter on the intention of storytelling discusses its role in entertainment, education, and cultural transmission. It highlights the importance of storytelling in fostering a love of reading and introducing children to the world of books.
The concept of this method chapter examines the connection between storytelling and the “Total Physical Response” method, emphasizing the focus on listening and speaking before reading and writing. It explains the principle of providing ample input to learners before they start to produce language, creating a “silent period” where students can absorb and process the language through listening.
The chapter on the didactic functions of storytelling delves into the various benefits of this method. It explores how storytelling can motivate students, promote holistic learning, stimulate multiple intelligences, enhance social abilities, foster intercultural understanding, and improve listening comprehension skills.
The chapter on choosing and preparing a story for the lesson provides practical tips on selecting appropriate stories based on age, interests, and learning objectives. It also outlines strategies for preparing stories, including introducing new vocabulary, using visuals and gestures, and engaging students in active listening and participation.
The final chapter, “How to be a good storyteller,” provides guidance on effective storytelling techniques. It emphasizes the importance of engaging voice, expressive gestures, and interactive elements to bring the story to life. It encourages teachers to embrace their role as storytellers and to use the power of storytelling to engage students in a meaningful and memorable learning experience.
Schlüsselwörter (Keywords)
The primary keywords and focus topics of this term paper include storytelling, didactic functions, primary school English classroom, cognitive aims, foreign language learning, “Total Physical Response” method, input-based learning, listening comprehension, motivation, holistic learning, multiple intelligences, social abilities, intercultural aims, choosing and preparing stories, and effective storytelling techniques.
- Quote paper
- Heidi Henniger (Author), 2005, The didactic functions of storytelling in the primary school classroom, Munich, GRIN Verlag, https://www.grin.com/document/57504
