Abstract
Storytelling has been described as the oldest technique in second language (L2) learning. Neuroscientists contend that our minds are literally wired to comprehend best the world through narrative. Researchers have claimed that the benefits of storytelling in teaching and studying second languages include increased development of language skills, improved comprehension and classroom interaction. L2 Chinese acquisition is a relatively new area of study with scant research. This survey research explored how storytelling was used in teaching Chinese as a second/foreign language (CSL/FL) in China. Participants were 15 CSL/FL instructors and 30 adult learners enrolled at the School of Chinese Language in Shaanxi Normal University, (Xi’an, China). Participants took a teacher or student survey about their interests, the practice, benefits, and challenges of doing storytelling in the CSL/FL classroom. Results of the survey indicated that the participants were interested in storytelling because of the perceived benefits of language learning, comprehension, community building, and multi-cultural understanding. This article provides guidelines and recommends resources for using storytelling as an educational strategy in the adult CSL/FL classroom.
Highlights
Introduction and Background to the StudyThe survey research explored how storytelling was used in teaching Chinese as a second/foreign language (CSL/FL) in China
When learners were asked “Which do you like the teachers to do: telling stories, reading stories, or about evenly?” Most of the learners answered that they liked teachers telling stories (13), or evenly telling and reading. This answer was confirmed in the teachers’ report, they all (15 instructors in the survey) supposed that their students liked teacher to tell stories. From this data of the survey, we find that storytelling was accepted for use by teachers and students in L2 Chinese classes
Storytelling is practiced in Chinese Language Learning as a Second Language at Shaanxi Normal University
Summary
Introduction and Background to the StudyThe survey research explored how storytelling was used in teaching Chinese as a second/foreign language (CSL/FL) in China. Language Learning classes has been shown to enhance the four language skills of listening, speaking, writing and reading (Atta-Allan, 2012) Benefits of storytelling in teaching and studying second languages include increased development of language skills, improved comprehension and classroom interaction (Tsou & Wenli, 2012). This old and respected teaching technique in second language (L2) acquisition helps provide a rich source of materials for language classrooms (Rinvolucri, 2008). Students develop both fluency and accuracy in L2 acquisition as a result of large amounts of comprehensible material (Krashen, 1982). Shanahan (1997) claimed that the ‘affective loading inherent in language can be turned to the learners’ advantage’ (p. 168) by building on learner successes
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