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Using Storytelling to foster formulaic language use

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Resumo:This present study explores the use and effectiveness of storytelling as a pedagogical tool to foster formulaic language use. This study was implemented from September to December 2024, in a 3rd grade EFL class in a primary school located in Amadora, Portugal. Data collections tools included a pre-storytelling survey, a teacher’s learning journal, observation grids, audio recordings, and student self-assessment sheets. This action research study highlights the important pedagogical value of storytelling as an effective strategy for fostering the use of formulaic language in young ESL students, as it provides repeated exposure to formulaic sequences in an engaging way, supporting both comprehension and language production. Learners were able to achieve the set goals, through the carefully planned picturebook read-aloud stages (set up, pre-, during, and after-reading aloud), which were shown as being fundamental in providing support and the opportunities for the repetition which were necessary for fostering and further supporting the use of the picturebook’s formulaic language. The meaningful use of the picturebooks and their associated read-aloud activities promoted the memorization and use of formulaic language by the students during the study.
Autores principais:Fiens, Ângela Maria Afonso
Assunto:Storytelling Linguagem formuláica Picturebooks Livros ilustrados Read-aloud Young learners Formulaic language Inglês como língua estrangeira Young learners English as a Foreign Language Relatório de estágio
Ano:2025
País:Portugal
Tipo de documento:dissertação de mestrado
Tipo de acesso:acesso aberto
Instituição associada:Universidade Nova de Lisboa
Idioma:português
Origem:Repositório Institucional da UNL

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