Storytelling strategy and the English vocabulary learning

Abstract

The main objective of this study was to investigate how the storytelling strategy promotes the improvement of ninth grade English vocabulary at "Unidad Educativa Hispano América". This research was developed with a quantitative approach and used a pre-experimental methodology. For level analysis, the Cambridge English A1 Movers test was used. This test was applied before and after the application of the narration strategy. The application of the strategy was in six interventions of 35 minutes each one during four weeks. Also, lesson plans based on CLT and TBLT were designed, for each intervention. The plans allowed students to work on activities that developed communication skills such as conversation, questions, and answers. On the other hand, support material such as flashcards and graphic organizers was used before each narration to help students to focus on the vocabulary. As a result, it was found that the narration strategy efficiently contributes to the development of students' English vocabulary because its content helps students understand the main ideas, grasp new words, improve spelling, recognize and use some academic words that that can apply them to have a better interaction and communication. Moreover, the strategy used helped the teacher to encourage students to develop their communication skills differently, being the promoter of the activities by developing their imagination by using guessing the new words and implementing those words to ask and answer questions in the communication.