Linking Language Telling Tales: Acquiring a New Language by Listening to Stories

Autor/in	Borich, Jeanette Marie Bowman
Titel	Linking Language Telling Tales: Acquiring a New Language by Listening to Stories
Quelle	In: Learning Languages, 22 (2017) 2, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-5415
Schlagwörter	Second Language Instruction; Spanish; Elementary School Students; Grade 3; Grade 4; Teaching Methods; Story Telling; Action Research; Instructional Effectiveness; Bilingual Education; English; Language Usage; Verbs; Nouns; Form Classes (Languages); Student Attitudes; Learning Processes; Illustrations; Retention (Psychology); Second Language Learning; Skill Development; Critical Thinking; Progress Monitoring + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Spanisch; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Unterrichtserfolg; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Sprachgebrauch; Analytischer Sprachbau; Schülerverhalten; Learning process; Lernprozess; Bildliche Darstellung; Merkfähigkeit; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken
Abstract	The author primarily delivered comprehensible Spanish input to her novice 3rd and 4th grade Spanish students via stories she revealed and simultaneously illustrated on a white board. To document comprehension, she obtained student retells of the stories. This approach, used over six months, became an action research project with the goal of measuring growth within retells. Individual student percent increase/decrease was calculated for the use of English phrases and Spanish words and phrases--for one retell in November, April, and May. Since that data showed that students increasingly used Spanish, percent increases in the quality of Spanish was calculated (Spanish words, subjects with verbs, and nouns with adjectives) within those three retells. The researcher also considered student feedback about listening to teacher-illustrated stories. Evidence of increases indicated that students were progressively able to provide more story details and increasingly able to use Spanish. Student feedback indicated that the illustrations provided comprehension supports. With a review of literature, the author provides a rationale for why and how revealing stories with illustrations helped students understand, retain, and use new language learning. Also considered is how story listening potentially develops critical thinking skills. The increases made by students over a six-month period should encourage use of teacher-illustrated stories for second language listeners. Action researchers should document their students' progress and consider potential benefits. Does listening to stories for novice learners lead to understanding, retaining, and using Spanish? (As Provided).
Anmerkungen	National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/learning-languages-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01