A Study of the Use of Narratives in Teaching English as a Foreign Language to Young Learners

Mateja Dagarin Fojkar, Janez Skela, Pija Kovac


The article reports the findings of a survey, conducted among primary school English language teachers in Slovenia, aimed at revealing their attitudes towards the use of narratives in teaching English as a foreign language to children aged from eight to nine years (3rd and 4th grades respectively). The research results show that most teachers use narratives when teaching English, generally once or twice per month, and that teachers who do not use a course book in the classroom employ storytelling or story reading techniques more frequently than teachers who follow a course book in their teaching. Despite the fact that the teachers participating in the study are aware of the importance of narratives in teaching English as a foreign language to young learners, there is still a lot to be done concerning the selection of the narratives, the narrating techniques and the post-narration activities. Proper teacher training for teaching a foreign language to young learners could address most of these issues.

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DOI: http://dx.doi.org/10.5539/elt.v6n6p21

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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