英文故事教學在南台灣國小之實施方式與遠景

1. 英文故事教學在南台灣國小之實施方式與遠景 Presented by Shu-hua Yao Advisor: Dr. Ye-ling Chang

2. Introduction Background and Motivation ₛBenefits of using storytelling in EFL elementary school 1. To promote language development 2. To inspire cultural awareness 3. To encourage personal growth

3. Background and Motivation ₛGoals of English education in elementary school in Taiwan 1. To cultivate students’ interest in learning English. 2. To help develop students’ four language skills. 3. To help be aware of students’ native and other foreign cultures.

4. Background and Motivation ₛNature of successful English storytelling teaching 1. Good stories provide interesting teaching materials. 2. Skillful storytelling is an effective teaching method. 3. Skilled teachers know how to choose stories, present stories, make teaching aids, and design teaching activities.

5. To investigatetheattitudes toward • the English storytelling program (ESP) between • the university students(US, storytellers) and • the elementary school students(ESS, listeners). Purposes of the Study 2. To explore the responses to the ESS’ four language skill learning between the US and the ESS in the ESP. 3. To examine the US’ responses to the practice of English teaching skills in the ESP.

6. Purposes of the Study 4. To explore the responses to the four selections between the US and the ESS in the ESP. 5. To examine the responses to the ESS’ development of imagination and creativity between the US and the ESS in the ESP. 6. To explore the responses to the ESP between the students in different grades in elementary school.

7. 1. What are the similarities and differences in attitudes toward the ESP between the US and the ESS? Research Questions 2. What are the similarities and differences in responses to the ESS’ four language skill learning between the US and the ESS in the ESP? 3. What are the US’ responses to the practice of English teaching skills in the ESP?

8. Research Questions 4. What are the similarities and differences in responses to thefour selections between the US and the ESS in the ESP? 5. What are the similarities and differences in responses to the ESS’ development of imagination and creativity between the US and the ESS in the ESP? 6. To what extent do the students in different grades in elementary school vary their responses to the ESP?

9. 1. To provide EFL teachers with an interesting and effective teaching model in language classrooms. Significance of the Study 2. To provide EFL students with an opportunity to learn English with sense and pleasure.

10. 1. The totaltime of the program was limited. 2. The four selections were selected in accordance with the teaching time rather than with the elementary school students’ interest. Limitations of the Study 3. The subjects of the story listeners came from only one elementary school in southern Taiwan.

11. Definition of Terms 1. Children’s literature 2. Storytelling 3. Total physical response (TPR) 4. Chants 5. Communicative approach 6. Four language skills 7. Nine-year Education Program (NYEP)

12. Storytelling Storytelling is an oral narrative that has been occurred among people long before words were created (Baker & Greene, 1997). It provides children’s rich and versatile experiences of language and culture. It can be a medium for teachers to use to increase students’ enjoyment of language learning. Through storytelling, students acquire language and culture at the same time to make their language learning enjoyable, meaningful, and successful.

13. Literature Review I. Children’s Literature 1. The Importance of Children’s Literature - Promoting language development. - Inspiring cultural awareness. - Encouraging personal growth. 2. The Genres of Children’s Literature Picture books, traditional fiction, modern fantasy, poetry, contemporary realistic fiction, historical fiction, multicultural literature, and biography.

14. Literature Review II. Storytelling in English Instruction 1. Storytelling and Oral Practice 2. Storytelling and Literacy 3. Tips for Storytelling -Selection - Preparation - Presentation - Alternative techniques

15. Literature Review III. English Teacher Training 1. Importance of English Teacher Training 2. Teaching Practicum

16. Methodology • 1. Storytellers: the university students • (US) from National Kaohsiung Normal University. • 2.Story listeners: the elementary school students • (ESS) in the third grade through the sixth grade • in Fengxi Elementary School in southern Taiwan. Subjects

17. Instruments I. Four Selections in the ESP 1. The chant, Five Little Pumpkins(Appendix A). 2. The story, The Rain Hat(Appendix B). 3. The chant, A Turkey’s in the Farm Yard(Appendix C). 4. One Assigned story(Appendix D).

18. Instruments II. A Questionnaire on the Elementary School Student Responses to the ESP (QESSR) III. A Questionnaire on the University Student Responses to the ESP (QUSR)

19. Instruments IV. University Students’ Written Reports 1. Lesson plans. 2. Responses to the ESP. V. Researcher’s Classroom Observation Records 1. Classroom observation records atFengxi Elementary School to understand how the ESP was conducted. 2. Classroom observation records at National Kaohsiung Normal University to know the US’ feedback to the ESP.

20. Stage I The US told Selections One & Two to the ESS in the elementary school. The researcher observed the first storytelling in the elementary school. The US gave feedback of their first storytelling in the class in university. The researcher took notes of the US’ feedback of their first storytelling. Stage II The US told Selections Three & Four to the ESS in the elementary school. The ESS answered theQESSR. The researcher observed the second storytelling in the elementary school. Stage III The US gave feedback of their second storytelling in the class in university. They answered the QUSR and handed in their written reports. The researcher took notes of the US’ feedback of their second storytelling. Study Procedures Stage IV Stage V The researcher collected, computed, analyzed, compared, and discussed all the data. ESS: elementary school students. US: university students. QESSR: A Questionnaire on Elementary School Student Responses to the ESP. QUSR: A Questionnaire on University Student Responses to the ESP.

21. The following data were analyzed quantitatively. 1. Data of the responses in the QESSR and in the first part of the QUSR were analyzed by an independent-samples t-test. 2. Data of the US’ responses in the first part of the QUSR were conducted by frequencies, percentages, and means in descriptive statistics. 3. Data of the ESS’ responses in the QESSR were analyzed by a bivariate correlation with Pearson’s correlation coefficient. Data Analysis I. Quantitative Analysis

22. Data Analysis The following data were analyzed qualitatively. 1. The US’ responses to the open-ended questions in the second part of the QUSR. 2. The US’ written reports. 3. The researcher’s classroom observation records. II. Qualitative Analysis

23. Results and Discussion 1-1 Comparison of the AttitudesToward the ESP Between the US and the ESS A-items are the items in the QESSR. B-items are the items in the QUSR. SD: Standard Deviation.* p <.05.

24. 1-2 University Students’ AttitudesToward English Storytelling SA: Strongly Agree. A: Agree. N: Neutral. D: Disagree. SD: Strongly Disagree.

25. 2-1 Comparison of the Responses to the ESS’Four Language Skill Learning * p < .05

26. 2-2 University Student Responses to the ESS’ Four Language Skill Learning

27. University Student Responses to the Benefits of English Storytelling in ESS’ Four Language Skill Learning

28. 3 University Students’ Responses to the Practice of English Teaching Skills

29. University Student Responses to the Benefits of English Storytelling in the Practice of English Teaching Skills

30. 1. The university student used a turkey poster to introduce the chant. The egg cards were used to introduce new words. The ESS were asked to make their small books and filled in the blanks. 2. The university student’s body language made his storytelling more interesting. He also used flash cards to introduce new words in the chant to the ESS.

31. 3. The university student taught the chant by drawingpictures on the blackboard. Her chalk talk was very fascinating. 4. The university student’shandwriting on the blackboard was neat. She also used different colors of chalk to highlight important words in the chant.

32. University Students’ Comments on theDifficultiesof Applying English Storytelling in the Elementary School

33. University Students’ Suggestionsfor Applying English Storytelling in EFL Elementary School

34. 4 Comparison of the Responses to the Four Selections in the ESP * P < .05

35. 5-1 Comparison of the Responses to the ESS’ Development of Imagination and Creativity “When I told this story, the Rain Hat, to the sixth-grade students. They loved this story because they were all surprised by using a piece of newspaper to make different objects. They liked to do something, and sometimes they used the newspaper to create different things.They reminded me that children are very creative.” (University Student 45 )

36. 5-2 UniversityStudents’ Responses to the ESS’ Development of Imagination and Creativity “I heard many interesting ideas, such as"the crow can chip the cheese and fly away" or"stick the cheese to the branches, " when I asked the students what would happen next in the story, The Fox and the Crow.” (University Student 41)

37. 6 Correlations of the Responses to the ESP Between the ESS in Different Grades Number in parenthesis is the p-value for zero correlation. * Correlation is significant at the 0.05 level (Two-tailed).

38. Conclusions 1. Attitudes toward the ESP: • Both the US and the ESS agreed that the • ESS loved the ESP and enjoyed the storytelling activities. (2)Most of the US agreed that storytelling motivated the ESS’ interest in learning English and literature as well as promoted their personal growth. 2. Responses to the ESS’ four language skill learning: • Both the US and the ESS agreed that the ESP helped • develop the ESS’ four Language skills of English. (2)Some of the US expressed that the ESS could not fully understand the stories and could not retell English stories.

39. Conclusions 3. The US’ Responses to the Practice of English Teaching Skills: • Most of the US learned how to express their ideas in English clearly, how to interact with the ESS, and how to adjust their teaching. (2) Most of the US agreed that voice change, body language, teaching aids, and teaching activities are important in storytelling teaching.

40. Conclusions 4. Responses to the four selections: (1) The ESS enjoyed the four selections. (2) The US agreed t the ESS liked the first three selections, but some of the US did not agree the fourth selection best fit their ESS. 5. Responses to the ESS’ development of imagination and creativity: Both the US and the ESS thought that the ESS could make creative props in storytelling.

41. Conclusions 6. Four correlations of the responses to the ESP between the ESS in different grades: (1) The 4thand the 6th graders in responses to “I like to participate in the English storytelling activities.” (2) The 4thand the 5th graders in responses to “I like the story, The Rain Hat.” (3) The 4th and the 5thgraders in responses to “I can understand the story, The Rain Hat.” (4) The 3rdand the 5thgraders in responses to “I can read the stories on the posters or in the handouts.”

42. Implications 1. EFL teachers should be well-informed about the knowledge of children’s literature. 2.EFL teachers should carefully choose the stories for their students. 3.EFL teachers should practice the skills of storytelling before telling stories. 4. EFL teachers should make useful teaching aids for storytelling. 5. EFL teachers should design effective teaching activities for storytelling. 6. EFL teachers should discuss the useful information and moral lessons with their students after storytelling. 7. Teachers can use storytelling in the other field teaching.

43. Suggestions 1. The time for English storytelling should be expanded. 2. Young story listeners’ responses need to be explored more. 3.Invalid questionnaires should be avoided. 4.More research on English teacher training can be conducted. 5. US’ teaching practicum in high schools can be implemented.

44. Thank your very much for your participation!