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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Folk Narrative and EFL: A Narrative Approach to Language Learning
Author(s)
Licia Masoni
Full-Text PDF
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DOI:10.17265/2159-5836/2018.04.013
Affiliation(s)
University of Bologna, Bologna, Italy
ABSTRACT
This paper aims to bridge folk narrative studies and literature on foreign language learning, by providing an overview of the applications of folk narratives—from fairy tales to contemporary legends—to EFL teaching and learning. It focuses on how the very nature of oral narratives, of which the English language has a particularly varied and rich tradition, can act on the acquisition of English as a foreign language from a linguistic and a cultural point of view.
KEYWORDS
foreign language learning, folk narrative, folktales, culture, contemporary legends, conversational narratives, fairy tales
Cite this paper
References
Bauman, R. (1975). Verbal art as performance. American Anthropologist New Series, 77, 290-311.
Bauman, R., & Briggs, C. L. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology,19, 59-88.
Boers, F. (2004). Expanding learners’ vocabulary through metaphor awareness: What expansion, what learners, what vocabulary? In S. Niemeier and M. Achard (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 211-234). Berlin/New York: Mouton de Gruyter.
Brunvand, J. H. (1981). The vanishing Hitchhiker: American urban legends and their meanings. New York and London: W.W. Norton and Company.
Brunvand, J. H. (2012). Encyclopedia of urban legends: Updated and expanded edition. Santa Barbara, CA: ABC-Clio.
Campos, A., Pérez-Fabello, M. J., & Gómez-Juncal, R., (2009). The importance of image formation time in image-aided methods for word memorization. Imagination, Cognition and Personality, 28(4), 321-329.
Cenoz, J. (2017). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 1/15. doi:10.1017/S0261444817000246
Dégh, L. (1995). Narratives in society: A performer-centered study of narration. Helsinki: FF Communications.
Douglas, G. (1901). Scottish fairy and folk tales. London: Walter Scott Publishing Co.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
Foley, J. M. (1995). The singer of tales in performance. Bloomington and Indianapolis: Indiana University Press.
Gholson, R., & Stumpf, C. (2005). Folklore, literature, ethnography, and second-language acquisition: Teaching culture in the ESL classroom. TESL Canada Journal/Revue TESL du Canada, 22(2), 75-91.
Halliwell-Phillipps, J. O. (1849). Popular rhymes and nursery tales: A sequel to the nursery rhymes of England. London: J. R. Smith.
Hymes, D. (1996). Ethnography, linguistics, narrative inequality: Towards and understanding of voice. London-Bristol: Taylor and Francis.
Kramsch, C. (2009). The multilingual self. What language learners say about their experience and why it matters. Oxford: Oxford University Press.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lindahl, C. (2010). Leonard Roberts, the Farmer-Lewis-Muncy Family, and the magic circle of the Mountain Märchen (American Folklore Society Fellows Invited Plenary Address, October 2008). Journal of American Folklore, 123, 251-275.
Lüthi, M. (1976). Once upon a time. On the nature of fairy tales. Bloomington: Indiana University Press.
Lüthi, M. (1986). The European folktale. Form and nature. Bloomington: Indiana University Press.
MacMahill, C. (2001). Self-expression, gender and community: A Japanese feminist English class. In A. Pavlenko, A. Blackledge, I. Piller, and M. Teutsch-Dwyer (Eds.), Multilingualism, second language learning, and gender (pp. 307-344). Berlin: Mouton De Gruyter.
MacDonald, D. A. (1978). A visual memory. Scottish Studies, 22, 1-26.
Maranda, P., & Köngas-Maranda, E. (1971). Structural models in folklore and transformational essays. The Hague-Paris: Mouton.
Masoni, L. (2013). Folk narrative. In An Introduction to Scottish Ethnology (vol. 1 of the series Scottish Life and Society: A Compendium of Scottish Ethnology) (pp. 191-216). Edinburgh: John Donald Short Run Press.
Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293-315.
Morgan, J., & Rinvolucri, M. (1983). Once upon a time. Using stories in the language classroom (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press.
Norrick, N. R. (2000). Conversational narratives: Storytelling in everyday life (Amsterdam Studies in the Theory and History of Linguistic Science, Series IV- Current Issues in Linguistic Theory, p. 203). Amsterdam and Philadelphia: John Benjamins.
Phelps, E. (2004). Human emotion and memory: Interactions of the amygdala and hippocampal complex. Current Opinion in Neurobiology, 14, 198-202.
Salsbury, T., Scott, A. C., & McNamara, D. (2011). Psycholinguistic word information in second language oral discourse. Second Language Research, 27(3), 343-360.
Simonsen, M. (1993). Folktales and reality. In M. Chesnutt (Ed.), Telling reality: Folklore studies in memory of Bengt Holbek (pp. 121-141). Copenhagen and Turku: NIF Publications.
Simonsen, M. (2013). Les randonnées (contesénumératifs). Entre récits, virelangue et facéties. Estudis de Literatura Oral Popular, 2, 183-194.
Taylor, E. K. (2000). Using folktales. Cambridge: Cambridge University Press.
Thompson, S. (194). The folktale. New York: The Dryden Press.
Wajnryb, R. (2003). Stories. Narrative activities in the language classroom (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press.
Williamson, D. (1990). Fireside tales of the traveller children. Edinburgh: Canongate Press.
Yasuda, S. (2010). Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners. TESOL Quarterly, 44(2), 250-273.
, ,
Bauman, R., & Briggs, C. L. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology,19, 59-88.
Boers, F. (2004). Expanding learners’ vocabulary through metaphor awareness: What expansion, what learners, what vocabulary? In S. Niemeier and M. Achard (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 211-234). Berlin/New York: Mouton de Gruyter.
Brunvand, J. H. (1981). The vanishing Hitchhiker: American urban legends and their meanings. New York and London: W.W. Norton and Company.
Brunvand, J. H. (2012). Encyclopedia of urban legends: Updated and expanded edition. Santa Barbara, CA: ABC-Clio.
Campos, A., Pérez-Fabello, M. J., & Gómez-Juncal, R., (2009). The importance of image formation time in image-aided methods for word memorization. Imagination, Cognition and Personality, 28(4), 321-329.
Cenoz, J. (2017). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 1/15. doi:10.1017/S0261444817000246
Dégh, L. (1995). Narratives in society: A performer-centered study of narration. Helsinki: FF Communications.
Douglas, G. (1901). Scottish fairy and folk tales. London: Walter Scott Publishing Co.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
Foley, J. M. (1995). The singer of tales in performance. Bloomington and Indianapolis: Indiana University Press.
Gholson, R., & Stumpf, C. (2005). Folklore, literature, ethnography, and second-language acquisition: Teaching culture in the ESL classroom. TESL Canada Journal/Revue TESL du Canada, 22(2), 75-91.
Halliwell-Phillipps, J. O. (1849). Popular rhymes and nursery tales: A sequel to the nursery rhymes of England. London: J. R. Smith.
Hymes, D. (1996). Ethnography, linguistics, narrative inequality: Towards and understanding of voice. London-Bristol: Taylor and Francis.
Kramsch, C. (2009). The multilingual self. What language learners say about their experience and why it matters. Oxford: Oxford University Press.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lindahl, C. (2010). Leonard Roberts, the Farmer-Lewis-Muncy Family, and the magic circle of the Mountain Märchen (American Folklore Society Fellows Invited Plenary Address, October 2008). Journal of American Folklore, 123, 251-275.
Lüthi, M. (1976). Once upon a time. On the nature of fairy tales. Bloomington: Indiana University Press.
Lüthi, M. (1986). The European folktale. Form and nature. Bloomington: Indiana University Press.
MacMahill, C. (2001). Self-expression, gender and community: A Japanese feminist English class. In A. Pavlenko, A. Blackledge, I. Piller, and M. Teutsch-Dwyer (Eds.), Multilingualism, second language learning, and gender (pp. 307-344). Berlin: Mouton De Gruyter.
MacDonald, D. A. (1978). A visual memory. Scottish Studies, 22, 1-26.
Maranda, P., & Köngas-Maranda, E. (1971). Structural models in folklore and transformational essays. The Hague-Paris: Mouton.
Masoni, L. (2013). Folk narrative. In An Introduction to Scottish Ethnology (vol. 1 of the series Scottish Life and Society: A Compendium of Scottish Ethnology) (pp. 191-216). Edinburgh: John Donald Short Run Press.
Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293-315.
Morgan, J., & Rinvolucri, M. (1983). Once upon a time. Using stories in the language classroom (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press.
Norrick, N. R. (2000). Conversational narratives: Storytelling in everyday life (Amsterdam Studies in the Theory and History of Linguistic Science, Series IV- Current Issues in Linguistic Theory, p. 203). Amsterdam and Philadelphia: John Benjamins.
Phelps, E. (2004). Human emotion and memory: Interactions of the amygdala and hippocampal complex. Current Opinion in Neurobiology, 14, 198-202.
Salsbury, T., Scott, A. C., & McNamara, D. (2011). Psycholinguistic word information in second language oral discourse. Second Language Research, 27(3), 343-360.
Simonsen, M. (1993). Folktales and reality. In M. Chesnutt (Ed.), Telling reality: Folklore studies in memory of Bengt Holbek (pp. 121-141). Copenhagen and Turku: NIF Publications.
Simonsen, M. (2013). Les randonnées (contesénumératifs). Entre récits, virelangue et facéties. Estudis de Literatura Oral Popular, 2, 183-194.
Taylor, E. K. (2000). Using folktales. Cambridge: Cambridge University Press.
Thompson, S. (194). The folktale. New York: The Dryden Press.
Wajnryb, R. (2003). Stories. Narrative activities in the language classroom (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press.
Williamson, D. (1990). Fireside tales of the traveller children. Edinburgh: Canongate Press.
Yasuda, S. (2010). Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners. TESOL Quarterly, 44(2), 250-273.
, ,