This study is focused on EFL second graders learners, and is addressed to use Storytelling in English as a useful and powerful teaching tool, especially for language learning, to stimulate cultural and language abilities, particularly listening comprehension. :
This study is focused on EFL second graders learners, and is addressed to use Storytelling in English as a useful and powerful teaching tool, especially for language learning, to stimulate cultural and language abilities, particularly listening comprehension. INTRUDUCTION
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Research Question: Specific Objective Is it possible to foster listening comprehension and English learning through storytelling, and what are the students’ perception about the story tales in the English class? The aim of this research is to develop second graders students’ listening comprehension through the use of storytelling The Objective of the Research To foster listening comprehensions and English learning through storytelling.
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The subjects of the study are actually second graders students, the total of students are 22 (17 female students and 5 male students). There are grouped in 201. Most of the students come from lower middle socioeconomic level and a few from middle socioeconomic level. Students has English language class lessons one hour per week. RESEARCH METHODOLOGY Research setting Participants This project is focused on action research which is based on the classroom, the researcher teacher is involved in teaching and observing the learning process. The study is carried out in a state primary school in the center of Bogotá Colombia; it is located in the San Martin neighborhood.
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The whole study procedure of the storytelling technique will have seven steps: Techniques of the Data Collection The instruments used in this study will be listening tests, videos, observation checklists and questionnaires. T he questionnaire would be asked and answered in Spanish to elicit more information from the subjects. Procedures
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References Altman, C. (2008). Sketching to create meaning: The story of a second-language learner. English Journal, 97 (5), 64-68. Bauer, C. F. 1977. Handbook for Storytellers. Chicago: American Library. Bryant, P, MacLean, M, & Bradley, L. (1990). Rhyme, language, and children’s Reading. Applied Psycholinguistics, 11 , 237-252. Cho, K. S. & Choi, D. S. (2008). Are read- alouds and free reading "natural partners"? Knowledge Quest, 36 (5), 69-73. Craig, S, Hull, K, Haggart , A. G., & Crowder, E. (2001). Storytelling: Addressing the listening needs of diverse learners. Teaching Exceptional Children, 33 (5), 46-51. Ellis, G. And J. Brewster. 1991. The Storytelling Handbook for Primary Teachers. London: Penguin. Hagino, H. (1999). Activities to Foster Listening Strategies . Paper, AILA, Tokyo. Lewin , K. (1946) Action research and minority problems . J Soc. Issues Mendelssohn, D. (1994). Learning to listen: A strategy-based approach for the second-language learner . San Diego, CA: Dominie Press. Ray, Blaine, and Contee Seely . 2004. Fluency through TPR Storytelling. Underwood, M. (1989). Teaching listening . New York: Longman. Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal . Watts, H. (1985). When Teachers are Researchers, Teaching Improves. Journal of Staff Development
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THANKS