The effectiveness of a contextualized storytelling approach for second language acquisition.

摘要

This study investigated the effectiveness of a contextualized storytelling approach (CSA) for developing the second language (L2) skills of grade two and three second language learners. CSA uses objects, visuals, movement, sound effects, speech modification techniques, and teacher-facilitated story discussion, to make the language and content of L2 oral stories comprehensible. Three specific research questions were posed: (1) To what extent does CSA affect the comprehension of L2 oral narrative? (2) To what extent does CSA affect the quantity of L2 speaking? and (3) What is the nature of teacher experience and perception relative to CSA implementation?; The study used qualitative, naturalistic methodology to explore CSA effects. Three bilingual teachers, trained by the researcher in CSA, told one folktale in English each week for four weeks. Each tale came from a different culture, contained heavy dramatic conflict, and was chosen based on its potential for provoking both an intellectual and emotional response in students. Twelve Mexican-heritage students with varying levels of English language proficiency were targeted for study. The researcher tallied the level of student engagement during the storytelling and the quantity and type of student talk during post-story discussions. Students retold stories via storyboards which were holistically scored for comprehension. Additional data sources included dialogues with students and teachers, teacher journals, and researcher field observations.; Findings suggested that CSA positively affects the comprehension of L2 oral narrative and the quantity of L2 speaking. The degree of positive effect appears moderate to high, with students with the lowest English language proficiency experiencing the biggest impact. Teacher experience with CSA was positive each teacher successfully learned, implemented, and critically reflected on the CSA process. The study concluded that CSA is a potentially highly effective approach for second language acquisition. Recommendations for teachers working with second language learners include increasing the amount of CSA storytelling and teacher-facilitated discussion, modifying read-alouds and "teacher talk" with CSA techniques, teaching and assessing content through CSA stories and storyboarding, and using the consultative/peer coaching model for CSA implementation.