Using Storytelling to Teach Vocabulary in Language Lessons: Does It Work?

Autor/in	Kirsch, Claudine
Titel	Using Storytelling to Teach Vocabulary in Language Lessons: Does It Work?
Quelle	In: Language Learning Journal, 44 (2016) 1, S.33-51 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.733404
Schlagwörter	Vocabulary Development; Teaching Methods; Modern Languages; Second Language Learning; Second Language Instruction; Story Telling; German; Elementary School Students; Elementary School Teachers; Foreign Countries; Observation; Pretests Posttests; Language Usage; Economically Disadvantaged; Language Proficiency; Ethnography; Semi Structured Interviews; United Kingdom (London) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Deutscher; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Beobachtung; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Ethnografie
Abstract	It has long been claimed that stories are a powerful tool for language learning. Storytelling is often used as a discrete pedagogical approach in primary modern foreign language (MFL) lessons in England. There has, however, been little investigation into how storytelling might impact on vocabulary learning in the primary classroom. This article focuses on how a London primary teacher used stories in German lessons in a Year 6 class (ages 10-11), and analyses the words and sentences the case-study children remembered over a brief period of time. Data were collected over two terms through observations, interviews and post-tests. The findings illustrate the wide range of teaching strategies that allowed for explicit and incidental learning and encouraged meaningful language use. They also show that children recalled a considerable number of words and sentences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01