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
Table of Contents
- 1 Introduction
- 2 Intention of storytelling
- 3 Concept of this method
- 4 The didactic functions of storytelling in the primary school classroom
- 4.1 Motivation
- 4.2 Holistic learning
- 4.3 Multiple intelligences and suitable practice
- 4.4 Social abilities
- 4.5 Intercultural aims
- 4.6 Listening comprehension
- 5 Choosing and preparing a story for the lesson
- 6 How to be a good storyteller
- 8 Conclusion
- 9 References
Objectives and Key Themes
This term paper aims to demonstrate the didactic functions of storytelling in the primary school English classroom. It explores the method's effectiveness in achieving various cognitive and social learning objectives within a foreign language context. The paper examines the practical application of storytelling, from selecting appropriate stories to the techniques of effective storytelling itself.
- The didactic functions of storytelling in primary language learning
- The role of storytelling in developing listening comprehension skills
- The integration of storytelling with various pedagogical approaches (e.g., Total Physical Response)
- The importance of selecting and preparing age-appropriate stories
- The characteristics of a successful storyteller
Chapter Summaries
1 Introduction: This introductory chapter establishes the long-standing tradition of storytelling across cultures and its continued relevance in modern education. It highlights the abundance of children's literature available and the challenge lies in selecting suitable stories that align with pupils' age, interests, and developmental stages. The chapter underscores the widespread acceptance of storytelling as a valuable pedagogical method in English language teaching, supported by readily available resources.
2 Intention of storytelling: This chapter explores the dual nature of storytelling, encompassing both artistic performance and oral tradition. It discusses storytelling as a means of entertainment and education, drawing upon the historical use of storytelling in religious rituals and educational settings. The chapter emphasizes children's inherent love for stories and the role of storytelling in fostering a positive attitude toward reading and introducing them to diverse cultures and languages. The educational role within the classroom setting is stressed, aiming to improve pupils’ language acquisition.
3 Concept of this method: This chapter details the pedagogical approach underlying the use of storytelling in primary English classrooms. It explains how storytelling utilizes the principles of Total Physical Response, prioritizing listening and speaking over reading and writing. Unlike methods focused on immediate language production, storytelling provides extensive input before demanding output, allowing for a "silent period" that facilitates language acquisition and reduces learner anxiety. The chapter introduces a three-component framework for implementing this approach: vocabulary introduction, contextualized use of vocabulary within the story, and interactive activities to reinforce learning.
Keywords
Storytelling, primary education, English language teaching, didactic functions, Total Physical Response, listening comprehension, vocabulary acquisition, children's literature, cultural learning, oral tradition.
Frequently Asked Questions: Didactic Functions of Storytelling in Primary School English Classrooms
What is the main focus of this text?
This text explores the didactic functions of storytelling in primary school English classrooms. It examines how storytelling can effectively achieve various cognitive and social learning objectives in a foreign language context, covering aspects from story selection to effective storytelling techniques.
What are the key themes addressed in the text?
Key themes include the didactic functions of storytelling in primary language learning; the role of storytelling in developing listening comprehension; integrating storytelling with pedagogical approaches like Total Physical Response; selecting and preparing age-appropriate stories; and the characteristics of a successful storyteller.
What are the objectives of the study?
The text aims to demonstrate the effectiveness of storytelling as a teaching method in primary school English classes. It investigates how this method contributes to cognitive and social learning, focusing on practical applications, from choosing suitable stories to employing effective storytelling techniques.
What are the chapter summaries?
The text provides summaries for each chapter. Chapter 1 introduces the importance of storytelling in education and the challenge of selecting appropriate stories. Chapter 2 explores the dual nature of storytelling as entertainment and education. Chapter 3 details the pedagogical approach, emphasizing listening and speaking skills and introducing a three-component framework for implementation (vocabulary introduction, contextualized use, and interactive activities). Further chapters (not fully summarized here) likely delve into practical aspects of story selection, effective storytelling techniques, and a conclusion.
What pedagogical approaches are mentioned in the text?
The text explicitly mentions Total Physical Response (TPR) as a relevant pedagogical approach that aligns with the principles of storytelling, emphasizing listening and speaking before reading and writing. Other approaches may be implied but are not explicitly detailed.
What are the key benefits of using storytelling in the primary English classroom highlighted in this text?
The text highlights various benefits: motivation, holistic learning, development of multiple intelligences, improved social abilities, achieving intercultural aims, enhanced listening comprehension, and fostering a positive attitude towards reading. It emphasizes the potential for improved language acquisition through extensive listening input before demanding spoken output.
What aspects of story selection and preparation are discussed?
The text mentions the importance of selecting age-appropriate stories that align with pupils' interests and developmental stages. It also implies the need for careful preparation, though specific details on preparation methods are not fully elaborated in the provided summaries.
What are the characteristics of a successful storyteller, according to this text?
While the specific characteristics are not detailed in the provided summaries, the text indicates that this is an important aspect covered within the complete text. The implication is that effective storytelling techniques, beyond simple narration, are crucial for maximizing the pedagogical benefits.
What keywords are associated with this text?
Keywords include: Storytelling, primary education, English language teaching, didactic functions, Total Physical Response, listening comprehension, vocabulary acquisition, children's literature, cultural learning, and oral tradition.
Where can I find a complete version of this text?
The provided excerpt is a preview. To access the full text, refer to the original source from which this preview was obtained.
- Citation du texte
- Heidi Henniger (Auteur), 2005, The didactic functions of storytelling in the primary school classroom, Munich, GRIN Verlag, https://www.grin.com/document/57504
