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Teachers' experiences and attitudes fowards the use of stories in teaching English in the first cycle of elementary school

Katja Bunderšek (2019) Teachers' experiences and attitudes fowards the use of stories in teaching English in the first cycle of elementary school. MSc thesis.

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    Abstract

    Storytelling is one of the oldest human acts and also one of the most appropriate and popular approaches for early language teaching. Children are used to listening to stories in their mother tongue and because of that they can easily recognize »story patterns« when listening to a story in a foreign language. The act of listening to stories has a lot of advantages, which makes the use of stories in English teaching classroom very reasonable. Stories are a great means of motivation, they encourage creative thinking, develop imagination and cooperative work among students, they also give students a bigger picture of the language itself and develop all four language components: listening, speaking, reading and writing. Furthermore, stories prolong concetration span, encourage pupils to read more and also more willingly and create a positive attitude towards literature, foreign language and other cultures. The language, acquired by listening to stories, is more long-term based and can be a good starting point for further work in the class and for crosscurricular links. The use of stories thus is not limited only to the English teaching lessons, but enables its usage in the whole school environment. All of these benefits can only be shown in the practice when stories are carefully and correctly selected. That is why the role of the teacher is so important when choosing and planning the storytelling work. The teacher has to know pupils' wishes, needs and abilities and, according to that, has to provide visual and aural support that makes it easier for them to understand the story. In the first part of this master's thesis we present some theory on storytelling. In the empirical section we present the results of a quantitative research we made, for the purpose to find out, how often and in what way the teachers, who teach English in the first cycle of elementary school, use stories in teaching and what their views on using them are. We asked Slovenian teachers to complete the questionnaire and 113 teachers, who teach English language in the first cycle, responded. The results offer an insight into the use of stories in teaching English in the first cycle of elementary school in Slovenia.

    Item Type: Thesis (MSc thesis)
    Keywords: teaching English, first cycle of elementary school, teachers' views
    Number of Pages: 66
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Mateja Dagarin FojkarMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12322889
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5600
    Date Deposited: 18 Feb 2019 14:24
    Last Modified: 18 Feb 2019 14:24
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5600

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