storytelling approach; emotions; motivation; early school education; language input; stories; affective filter; narrativer Ansatz; Emotionen; Motivation; Frühunterricht; sprachlicher Input; Geschichten; affektiver Filter
Glottodidactica, Vol. 45, iss. 1 (2018), s. 49-66
The article presents the impact of emotions on teaching children foreign languages.
To this end, the results of a research project carried out under the auspices of the Institute of
German Philology at the University of Silesia in Katowice are discussed. The project consisted
in providing language courses at three kindergartens and one primary school. During those
courses, German was taught as a foreign language using the storytelling approach. The project
results led to the conclusion that, unlike traditional teaching methods, which are based on very
limited input and intensive imitation, the teaching method used creates much more favourable
conditions for the activation of innate language acquiring processes and takes the level of the
children’s cognitive development into account to a larger degree. The objectives of the evaluation
were – among other things – to determine how the storytelling approach affects children’s
attitudes to a foreign language, whether it arouses their internal motivation for acquiring
a foreign language, whether it contributes to building their confidence, and whether it stimulates
their imagination and creativity.