A Case Study of the Use of Short Stories in a Junior Secondary ESL Classroom in Hong Kong

Autor/in	Yang, Chi Cheung Ruby
Titel	A Case Study of the Use of Short Stories in a Junior Secondary ESL Classroom in Hong Kong
Quelle	16 (2009) 1, S.35-50 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1447-9494
Schlagwörter	Foreign Countries; Case Studies; English (Second Language); Second Language Instruction; Teaching Methods; Story Telling; Student Attitudes; Secondary School Students; Language Usage; Qualitative Research; Statistical Analysis; Pretests Posttests; Questionnaires; Observation; Semi Structured Interviews; Student Interests; Attitude Change; Self Esteem; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Sekundarschüler; Sprachgebrauch; Qualitative Forschung; Statistische Analyse; Fragebogen; Beobachtung; Studieninteresse; Attitudinal change; Einstellungsänderung; Self-esteem; Selbstaufmerksamkeit; Hongkong
Abstract	Short stories are considered as good resources that can be used in language classrooms. Laine (1997) suggests that in foreign language classes where there are children who are not motivated and who are low achievers, a story, if it is well-chosen, can help change their attitudes to the language. And, the narrative (or storytelling) approach is believed to help students understand the story easily. The present study was conducted in a small class of junior secondary school students in order to investigate if they became more interested and more confident in English with the use of short stories. The findings of the study show that using short stories will not automatically make students become more interested in English unless the stories are interesting and the language used meets the level of the students. Regarding storytelling, the investigated class of students, in general, favoured this approach as it helped them understand the stories easily, though their confidence in using English could not be boosted within a short period of time. The following are appended: (1) Observation Checklist; (2) Group Interview Questions; (3) Teaching Diaries; and (4) Questionnaire findings. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10