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 Topics
This term paper examines the didactic functions of storytelling as a pedagogical tool in English primary school education. It aims to demonstrate how stories facilitate foreign language acquisition by providing meaningful input and fostering cognitive, social, and intercultural development in young learners.
- The theoretical foundations and primary intentions of storytelling
- Methods of integrating storytelling into the English classroom
- Cognitive and holistic learning benefits for young students
- Social, intercultural, and linguistic skill enhancement through stories
- Practical guidelines for story selection, preparation, and presentation
Excerpt from the Book
4. 1 Motivation
There are two different types of motivation: the integrated one that depends on the learner and his desire to identify with the other culture and the instrumental motivation, which rely on the benefit or advantage of learning the language, e.g. a good mark. The consequences of these two types depend strongly on the situation of the language learner. (Edmondson & House 1993, Klein 2001: 169)
“Stories are motivating and fun and can help develop positive attitudes towards the foreign language and language learning. They can create a desire to continue learning.” (Ellis & Brewster 1991) Children at the age of eight to ten years know about lots of stories and they love those which are illustrated by pictures. A story attaches to their experience or to new things appearing in their environment. “Children have a constant need for stories and they will always be willing to listen or to read, if the right moment is chosen.” (Wright 1995: 6)
According to Waas (2005) pupils are interested in the content of the story which is told by the teacher. The teacher’s interest is the language of it.
Summary of Chapters
1 Introduction: This chapter provides an overview of storytelling as a traditional, global phenomenon and justifies its value for foreign language teaching in primary schools.
2 Intention of storytelling: This section explores the purpose of storytelling, highlighting its historical role as entertainment and its modern educational goal of fostering a positive attitude toward reading.
3 Concept of this method: This chapter outlines the connection between storytelling and Total Physical Response (TPR), focusing on the “silent period” and the importance of massive language input before active production.
4 The didactic functions of storytelling in the primary school classroom: This core section analyzes how storytelling serves pedagogical objectives, including motivation, holistic development, multiple intelligences, social skills, and listening comprehension.
5 Choosing and preparing a story for the lesson: This chapter details the criteria for selecting suitable stories and the preparation required to ensure high learning potential.
6 How to be a good storyteller: This part offers practical advice on performance techniques, including voice modulation, body language, and the creation of a ritualized atmosphere.
8 Conclusion: This final chapter synthesizes the findings, emphasizing the cross-curricular benefits of storytelling and its utility in the primary classroom.
9 References: A bibliography of academic sources used to support the paper's arguments.
Keywords
Storytelling, Primary school, English as a foreign language, Total Physical Response, Motivation, Holistic learning, Multiple intelligences, Listening comprehension, Language acquisition, Didactic functions, Classroom practice, Cultural heritage, Vocabulary, Performance, Education
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the pedagogical utility and didactic functions of using storytelling to teach English to children in primary school classrooms.
What are the central themes discussed in the work?
Key themes include language input, learner motivation, holistic and multi-sensory learning, social development, and the intercultural benefits of storytelling.
What is the core objective of the research?
The main objective is to demonstrate how stories serve as a powerful medium for children to acquire a foreign language while simultaneously developing their broader cognitive and social skills.
Which scientific methodology does the author apply?
The author applies a literature-based pedagogical analysis, drawing on language acquisition theories and instructional methods like "Total Physical Response" (TPR).
What topics are covered in the main section?
The main part covers the motivational aspects of stories, how they cater to different intelligences, their role in social and intercultural awareness, and practical tips for successful classroom implementation.
Which keywords best characterize this work?
Key terms include Storytelling, English as a foreign language, Primary school education, Motivation, Holistic learning, and Multiple intelligences.
Why is the "silent period" considered significant for young learners?
The "silent period" allows children to process language input without the pressure of immediate production, reducing anxiety and the fear of making mistakes.
What specific advice does the author give to teachers regarding storytelling performance?
The author recommends creating a ritualized atmosphere, using voice modulation, maintaining eye contact, and employing simple gestures to enhance understanding and engagement.
- Quote paper
- Heidi Henniger (Author), 2005, The didactic functions of storytelling in the primary school classroom, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/57504
