Теория и методика профессионального образования | Мир педагогики и психологии №5 (34) Май 2019

Использование метода сторителинга в обучении английскому языку как иностранному

Ташматов Абдимиталип Таштемирович
старший преподаватель, Кыргызский государственный университет им. И. Арабаева, институт Лингвистики, кафедра Лингвистики, Кыргызская Республика, г. Бишкек, abdimitalip@gmail.com
Стамалиева Элвира Жолдошбековна
старший преподаватель, Кыргызский государственный университет им. И. Арабаева, институт Лингвистики, кафедра Лингвистики, Кыргызская Республика, г. Бишкек, elvira110484@gmail.com

Аннотация: В статье рассматривается использование инновационного метода «сторителинг» в обучении английскому языку и даётся определение сторителинга как метода обучения иностранному языку. Кроме того дается краткий обзор определений термина «сторителинг». В статье обосновывается необходимость использования сторителинга на уроках английского языка. Здесь же, описывается пути применение метода сторителинга в работе со студентами и указывается на его преимущества в обучении говорению. Авторы обобщают практический опыт применения метода «сторителинг» на своих уроках. В статье также приводятся различные формы применения метода сторителинга, где авторы перечисляют типы историй, которые можно применять в процессе сторителинга, приводится пример успешного применения этого метода среди различных групп студентов 2 – 3 курсов.
Ключевые слова: рассказ, текст, сторителинг, подход, методы сторителинга, типы рассказов, коммуникация

Tashmatov Abdimitalip Tashtemirovich
Senior instructor, I. Arabaev Kyrgyz State University, Institute of Linguistics, Linguistics Department, Kyrgyz Republic, Bishkek
Stamalieva Elvira Joldoshbekovna
senior instructor, I. Arabaev Kyrgyz State University, Institute of Linguistics, Linguistics Department, Kyrgyz Republic, Bishkek

Abstract: The article discusses the use of the innovative method of storytelling in teaching English and the definition of storytelling as a method of teaching a foreign language. In addition, a brief overview of the definition of the term “storytelling” is given. The article substantiates the need to use storytelling in English lessons. It also describes the ways to use the storytelling method in working with students and points out its advantages in teaching speaking. The authors summarize the practical experience of using the storytelling method in their lessons. The article also provides various forms of application of the storytelling method, where the authors list the types of stories that can be used in the storytelling process, provides an example of the successful application of this method among different groups of students of 2 - 3 courses.
Keywords: story; texts, storytelling; approach, storytelling methods, types of stories; communication

People used to tell stories from the ancient times to pass on the traditions and knowledge for the next generations. In fact, storytelling existed before writing.

Modern “storytelling” has a very broad purview today. New ‘storytelling’ strategies are suggesting innovative and creative ways of teaching for the teachers of foreign languages. For example, the strategy of “storytelling” is one of the effective methods while teaching speaking and writing aspects of English.

To begin with, let’s look at the definition of storytelling. Collins COBUILD dictionary defines the term as follows: “Storytelling is the activity of telling or writing stories [5].” Whereas Cambridge Advanced Learner's Dictionary & Thesaurus gives the following definition: “Storytelling is the activity of writing, telling, or reading stories [6].”

“Storytelling describes the social and cultural activity of sharing stories, sometimes with improvisation, theatrics, or embellishment. Every culture has its own stories or narratives, which are shared as a means of entertainment, education, cultural preservation or instilling moral values [4].

Storytelling is a way of sharing and interpreting experiences among human beings. As Peter L. Berger says human life is narratively rooted, humans construct their lives and shape their world into homes in terms of these groundings and memories. Stories are universal in that they can bridge cultural, linguistic and age-related divides. Storytelling can be adaptive for all ages, leaving out the notion of age segregation [1]. Storytelling can be used as a method to teach ethics, values and cultural norms and differences [2].

We cannot say that there is right or wrong way of using storytelling activities in the English language learning classes. Below are some simple approaches we might bring storytelling into our classroom:

• Share your own real stories. As for instance, tell them your own stories about your childhood, about your failures and/or successes as this helps to build a good connection between you and your students;

• We can use stories as ice-breakers to encourage our students to use their own stories to speak on a given topic or to use the stories in writing their essays. It is suggested that teachers begin their classes with an interesting story, but with one that is relevant to the topic;

• To explain hard/difficult concepts, we can use stories as illustrations;

• As we want to enhance our students’ speaking and writing skills then storytelling can be incorporated into our class;

• Finally, to engage the students who experience difficulty in understanding hard concepts, we use storytelling, because via telling stories, we make learning more relevant.

The types of stories to be used in our classes:

• A true story from your own life;

• A true story from the life of someone you know, like a friend, family member, or neighbor;

• A true story from the news or a current event;

• A story that took place sometime in history;

• A fictional story, with made-up characters or events;

• An “Imagine if …” story.

Besides, there exist various genres and styles of storytelling which can be incorporated into our classrooms.

Storytelling is a powerful strategy in communication. It offers a wide variety of opportunity for teachers to link like-minded characters, to see the world from someone’s eyes (point of view). The stories touch our emotions making us experience a variety of strong feelings.

It doesn’t matter how well organized a textbook and how detailed are the stories in the textbook, all of the texts/stories in the book have something in common – these are the elements of the story: exposition/setting, the plot, character, theme, the quest for a solution and the resolution.

Teachers have to actively encourage students to tell stories in order to become good storytellers. To achieve this let your students to write, to illustrate, and then tell their own stories. It is important that your students understand well how to structure a good story, how to tell it, and how to achieve their goals. Once they know the ways of creating good stories then students can use the stories in their essays.

As storytelling activities help to effectively remove the speaking barriers of the students. Let’s describe the steps of incorporating ‘storytelling’ into an English language class. We recommend doing the following activities:

• First of all, teachers suggest brainstorming on some topic, for example, students have to write down on their notebooks about themselves i.e. they tell their stories. Students write anything that comes to their mind which describe them (5 minutes).

• The next step is writing a list of possible 10-word stories. The goal is creating as many ten word sentences as possible. The formula is “1 story, 10 words, 1 sentence.” As the task is very challenging then ‘non-active’ students also participate in this activity. The timing is 10 minutes.

• Then students choose a sentence from the list and create their own ten-word stories. Such kind of complicated tasks make them think over the task and this activity is very effective for the language learners.

Humans are storytelling organisms that both individually and socially, lead storied lives [3]. This is why mastering storytelling strategies for language students is important. So, after the introduction and explanation of the storytelling strategies, our students could compile their first 10-word stories. Here are some examples of students’ 10-word stories:

Gulnaz: I am the strongest girl and nothing will stop me.

Janara: I try not to give up in following my dreams.

Aizada: Life teaches a lot and I want to learn much.

Umar: Reading has changed my life and I mean to continue.

Nursuluu: My lifestyle is learning today in order to contribute tomorrow.

Group P-116: Our motto is today a reader and tomorrow a leader.

These examples prove that after some practice, almost all the students could compose really good sentences. As the follow-on project students have created a 45 seconds video that unified their 10-word stories into one cohesive story [7].  

So, introducing storytelling strategies into the teaching English as a foreign language classes (TEFL) will greatly enhance the learning process, as they are successfully used among the second and third-year students of the Linguistics Institute.  

1. Atta-Alla, M.N. (2012). Integrating language skills through storytelling. English Language Teaching Journal, 5(12), 1–13;
2. Connelly, F. Michael; D. Jean Clandinin (Jun–Jul 1990). "Stories of Experience and Narrative Inquiry". Educational Researcher. 5. 19 (5): 2–14.
3. Davidson, Michelle (2004). "A phenomenological evaluation: using storytelling as a primary teaching method". Nurse Education and Practice. 4 (3): 184–189.
4. Definition of 'storytelling’... [Электронный ресурс]: COBUILD Advanced English Dictionary. URL: https://www.collinsdictionary.com/dictionary/english/ storytelling (retrieved on May 28, 2019).
5. Meaning of storytelling in English…[Электронный ресурс]: Cambridge Dictionary. URL: https://dictionary.cambridge.org/dictionary/ english/storytelling (retrieved on May 28, 2019).