Authors name: Krisztina Kucs

Programme: MA in TEFL
Academic year: 2..

How can narratives be used for improving students cultural

awareness and their vocabulary learning?
The focus and the aim of the paper
Cultural awareness is a significant element of the education process. Language teachers must
make culture accessible to their students. The best way for using cultural content in a classroom
is authentic materials. Furthermore, stories are suitable for introducing new vocabulary and
grammar structures. This paper poses the question how cultural content can be embedded into
stories and how this complex process can motivate students for vocabulary learning.
As I have negative experiences in vocabulary teaching and learning I would like to analyse
my students attitudes towards a new method of language learning. My aim is to explore how
vocabulary teaching could be more effective and motivating with narrative. My participants
would be private students who are beginner English speakers.
When I began to think about the scope of my research I decided to analyse adolescents at
pre-intermediate and intermediate level since most of my private students are at these levels.
After a while I realized that in spite of the fact that I like working with them, primary students
are closer to me. This is the reason why my participants are primary school students.

A brief literature review on the topic

There are different terms related to this topic. Firstly, the most important question is what
culture is. In order to answer this question, in my paper I will exploit Patricks book in which
culture is defined as the evolving way of life of a group of persons, consisting of a shared set
of practices associated with a shared set of products, based upon a shared set of perspectives on
the world, and set within specific social contexts (Patrick, 2001, p. 24).
After defining culture, it would be vital to clarify the function of stories and narratives.
Schank and Abelson claims that story telling seems to play a major role in human interaction.
They argues that people use stories in order to remember past events. They uses the term,
schema theory in which old stories are the basis of the new experiences (Schank and Abelson,
1995)

According to Goshn narratives are able to convey cultural meanings and besides that, they
are really beneficial from four aspects. They are able to enhance students motivation, focus on
language learning, promote academic literacy and change certain attitudes. Stories provide a
motivating and meaningful context for language learning since kids are naturally drawn to
stories (Goshn, 2003).
Bettelheim (Bettelheim, 1976) discusses the role of fairy tales as they have got important
psychological meaning for children. Fairy tales can promote the cognitive development of
children.

The context of research

As I do not teach in school, I carried this research with my private students. I had the
possibility to conduct my research only two students. In the future I would like to perform my
study again in an English class. I would be interested in the results if more students with
different personalities took part in this research.

Research questions:

How do I teach vocabulary with narratives?

How can a story increase the vocabulary range of students?

How can cultural content be integrated into vocabulary teaching?

Participants
My participants were two of my private students. They are 13 years old and they are at
beginner level. They started to learn English when they were 3rd graders. In their school they
have got three English lessons a week. Their class is specialized in arts. I had the possibility to
visit one of their lessons. They learn the language through little dialogues or stories from course
books. They learn the new vocabulary in the traditional way. They have got a note book and
there are the words with their Hungarian meanings. When I visited their lesson the teacher
didnt provide enough time to find out the meaning from the context or the pictures.
Furthermore they didnt spend any time for cultural content. This is the reason why I put the
emphasis on vocabulary learning and the integration of the cultural content in my research. I
would like to see these students attitudes could change.

Data collection instrument

I applied the self-observation as my data collection instrument. I consider this technique as

one of the most beneficial tools in a research. It can give authentic and direct results.

Procedures
My research was performed in two lessons, each lesson is about 60 minutes. As my students
are girls and they loved fairy tales, I chose the simplified version of The Twelve Dancing
Princesses story (Appendix 1). On the first lesson we dealt with the story and story-related
activities in order to learn the new vocabulary. On the second lesson, I tried to broaden my
students knowledge about the United Kingdom as a present kingdom, so they could broaden
their knowledge about a different culture. The first lesson consisted of three parts:
Before telling the story activities
In this phase I give some topic related words to the students and they had to create their own
stories. I illustrated the words with picture in order to clarify their meanings. This activity can
be beneficial, on one hand, if students have enough space to express themselves they will be
more motivated to perform tasks. On the other hand their creative thinking can develop. After
this activity I made some brainstorming. I use a very simple thematic web on the topic, fairy
tales (Appendix 2). Students collected the words that they had already known and they could
complete the diagram with the words from the previous exercise. They could describe the
characters with adjectives.
During the storytelling
In the second part of the lesson I told them the story. When I was telling, I used some objects
to explain the new words (e.g. twigs, cups). I read it slowly and while the students were listening
the story they had to reorganize sentences in connection with the story. For second reading,
students had to complete the story with the help of my questions (Appendix 3.)
After the story
In the last phase, students had to correct some sentences about the story and solved a
crossword with the new words (Appendix 3). After that, in a pair they had to retell the story to
each other with the help of questions. Finally, the students played the game in which they had
to find out the character of the story. I made some cards (Appendix 4), the first student chose
one and she put on her forehead in a headband. The other student checked the card and answer
the questions of the student who had the card on her forehead. When she found out they took a
turn.
In the second lesson

I built on the cultural elements. My story was about a kingdom so we learnt about the United
Kingdom and the Royal Family. At the beginning of the lesson, I showed my students a map
about the United Kingdom (Appendix 5). With the help of the map students tried to solve a task
sheet with which students memorize the flags, the capitals and the symbols of the countries.
In the next task, we dealt with the Royal Family. Students got a family tree (Appendix 6)
and they had to answer questions about the Royal Family. From grammar point, they could
practice the possessive case.
Finally, they had to write a summary about what they had learnt about the United Kingdom.

Results
How do I teach vocabulary with narratives?
The first and the most important question of my research is how it would be possible to teach
vocabulary with narratives. When I began to design my research many question posed in my
mind. What if students are not interested in the story or they become scared of the lots of English
words.
As the first lesson aim was to attract students interests towards the story and the language
itself I used some objects to clarify the meanings of new words. When I told my students I am
going to read them a story they were a little bit afraid. After finishing the story we discussed
their fear. They were afraid of not being able to understand the new words. As I illustrated
continuously the story their attention was persistent.
Answering my first research question, I have to say that narratives is a perfect way to teach
vocabulary. Since stories introduce new words teacher needs to give more time to the students
and with using pictures and gestures they can acquire the new words from a meaningful context
unconsciously. I came to the conclusion that giving students enough time to recognize the
context can be a beneficial way for acquiring vocabulary.
How can a story increase the vocabulary range of students?
My first lesson was constructed in order to practice the new vocabulary. At the beginning of
the lesson I use the brainstorming task to activate my students previous knowledge about the
topic.
It was surprising for me the students understood the story for the first time. For second telling
they use the new words and between the tasks and listening to the story there were about fifteen
minutes but they could recall the necessary words. During my observation I realized when my

learners worked in pairs they tried to use English sentences or expressions when they had some
problems they switch into Hungarian. In this case I interrupted them and I helped them in the
target language.
When I asked their opinion about the lesson they gave me positive feedback: It was not as
boring as the school or I liked the illustrations in the story. At the end of the lesson my
students became so motivated they asked the book to take it home.
How can cultural content be integrated into vocabulary teaching?
The best way to get to know a new culture is to use its target language. Since each culture is
different I tried to make my students motivated enough towards an unknown culture. The topic
sentence of my second lesson was Learn about the United Kingdom and learn it in English!
I tried to build the lesson up based on colourful and interesting tasks which not only arouse
students motivation but also maintain it. For me it was surprising when we discussed the Royal
Family my learners had a few ideas about the topic. When they asked me something I answered
in English and with pointing at the photos on the family tree they could understand. At the end
of the second lesson, my students summarized their new knowledge with the help of their new
vocabulary.
To sum up my findings, I have to say that stories can offer a beneficial way to get to know a
new culture through its own language.

Discussion
Bettelheim claims that literature has a significant role in a childrens development. They
could identify themselves with the characters of the story. This is the reason why stories could
help a child to cope with difficult situations in his/her own life. I realized this statement during
my observation. When I showed the book my students they became so enthusiastic that they
made some comment in connection with their own lives (e.g. I was dressed as a princess when
I was a little girl. or I like dancing. I am going to a dance school.).
As I mentioned earlier I had some doubts in connection with this type of teaching. My
biggest fear was the story itself. I tried to select a story that could be fascinating enough for two
13-years-old girls. As Goshn (Ghosn, 2003) claims, we have to keep in mind theme, storyline,
language and illustrations when selecting a story. As for theme, universal themes (e.g. love,
fear) are the most appropriate for children because they can identify with. The storyline must
be clear and uncomplicated. The language of the story must contain repetition so students can

memorize it. With the help of illustration, clarification of the text is much easier. During my
reading session one of my student came closer to see the illustrations of the story.
My research focuses on learning and teaching vocabulary. During my observation I
realized that stories provide a meaningful context to acquire vocabulary. As Ellis and Brewster
discusses vocabulary in stories is presented in a vivid and clear context and the illustrations
help to convey meaning. Both the context and the frequently amusing situations can make the
vocabulary easy to remember (Ellis and Brewster, 2014, p. 31).
I came up to the conclusion that, however, children could acquire the words unconsciously
from a story later they are able to put them in a new meaningful context. It can be the most
beneficial way of language learning.

Conclusions
After finishing my research, the most satisfactory conclusion that I could come to is using
narratives in teaching a foreign language has many advantages. From the aspect of language
learning, students can learn the target language unconsciously. They do not get bored with the
monotonous long grammar-centred exercises and they remain motivated enough to learn the
language outside the classroom. From the aspect of culture, culture should be integrated into
language learning and teaching since it offers us the opportunity of broadening our worldview.
To sum up my experiences, I have to say that I really enjoyed working with narratives and I
am really looking forward to using it during my teaching practice or later my teaching career.

References
Arengo, S. (2011). The Twelve Dancing Princesses. Oxford: Oxford University Press.
Arengo, S. (2011). The Twelve Dancing Princesses. Activity Book. Oxford: Oxford University
Press.
Bettelheim, B (1976). The Uses of Enchantment: The meaning and importance of fairy tales. New
York
Ellis, G & Brewster, J. (2014). Tell It Again!. The Storytelling Handbook for Primary English
Language
Teachers.
British
Council.
Available
on
the
Internet:
http://www.teachingenglish.org.uk/sites/teacheng/files/D467_Storytelling_handbook_FINAL
_web.pdf [Date of access: 2014. 12.18]
Ghosn, I. K. (2003/4). Four good reasons to use literature in primary school ELT. In G. Ellis,
& Ch. Morrow (Eds.), ELTJ year of the young learner special collection (pp. 56-64). Oxford:
Oxford Universtity Press.
Moran, Patrick R. (2001). Teaching Culture. Perspectives in Practice. Boston: Heinle and
Heinle.
Schank, R. C., & Abelson, R. P. (1995). Knowledge and memory: The real story. In R. S. Jr.
Wyer (Ed.), Advances in social cognition. Volume VIII (pp. 1-85). Hillsdale: Lawrence
Erlbaum Associates.
Internet sources:
The United Kingdom. Retrieved 18 December, 2014 from http://busyteacher.org/20813-theunited-kingdom.html
The British Royal Family Tree. Retrieved 18 December, 2014 from
http://busyteacher.org/18587-the-british-royal-family-tree.html

Appendicies
Appendix 1.: The Twelve Dancing Princesses
Once there was a king who had twelve daughters. These twelve beautiful princesses all slept in
one bedroom. And every night the king said, Go to sleep, girls! No more talking! Then he
carefully locked the bedroom door. But every morning the princesses were tired. And their
shoes were all dirty and full of holes.
The king could not understand it. So he wrote a notice: What do my daughters do every night?
Tell me and you can marry one of them and be king one day.
A prince read the notice and came to the castle.
Watch my daughters carefully, said the king, and speak to me in the morning.
But the oldest princess gave the prince a drink and he went to sleep. So he saw nothing and he
heard nothing. And in the morning he had nothing to say to the king. This happened on the
second night and on the third night. So he went away with nothing. Many more princes came
to the castle but they went to sleep too. Then one day a soldier came and read the notice.
Can you give me some water?
He looked round and saw an old woman.
Here you are! the soldier said kindly. You can have my bottle. I am going to go to the castle.
Thank you, said the old woman. Now listen carefully to what I say. Those princesses will
give you a drink. But you must not drink it. You must stay awake all night. Then you can watch
them. And I give you a magic cloak. The princesses will not see you when you wear this. You
will be invisible! Then you can follow them.
Thank you, said the soldier.
At the castle that night, the oldest princess said, Here, soldier! Have a nice drink! Good night!
The soldier took the cup. But he did not drink. He sat down and closed his eyes.
Is he asleep? whispered the youngest princess.
Yes, answered her sisters. Come on! Lets have some fun!
The princesses put on their best dresses and their dancing shoes.
Come on! said the oldest princess. Lets go! She moved her bed and opened a door in the
floor. There were some stairs going down into the ground. The soldier saw everything. Quickly
he put on his magic cloak. Then he followed them. They went down the stairs. No one could
see him because he was invisible. The princesses ran through the trees of silver. The soldier
took a little silver twig. It made a noise. Crack!
What was that noise? cried the youngest princess. Is someone following us?
Oh, we cant see anyone! Theres no one here! laughed her sisters.
The soldier took a little gold twig. It made a noise. Crack! Then the soldier took a little diamond
twig. It made a noise. Crack!
What was that noise? cried the youngest princess. Is someone following us?
Oh, we cant see anyone! Theres no one here! her sisters laughed.
They were so happy because now they could see the lake. There were twelve white boats on
the water. And in every boat a prince was waiting. The soldier stepped into the boat with the
youngest princess.
At the castle, the twelve princesses danced with the twelve princes. And the soldier watched
them. And this time he took something to give to the king. He took one beautiful glass cup. He
put it in his pocket. In the morning the soldier told the king everything. He gave him the twigs.

Look! You can see it is true! I took these twigs to show you! And look at this! Its a cup from
the castle!
Is this true? the king asked his daughters.
Yes, Father, they answered.
OK, said the king. Well, soldier which one do you want to marry?
I am not a young man, said the soldier. I think your oldest daughter is the one for me.
The oldest princess saw the soldier was very clever so she wanted to marry him, and be his
wife. And that is the story. They lived happily ever after.
Appendix 2.
1. Create your own story using the following characters!

KING

PRINCESSES

CASTLE

DRAGON

SOLDIER

2. Complete the chart!

princess

parents

Fairy
tales

prince

bad
characters

Appendix 3.

Reorder the sentences:

The princesses ran through the trees of silver.

What do my daughters do every night? Tell me and you can marry one of them and be king
one day.
The oldest princess saw the soldier was very clever so she wanted to marry him, and be his
wife.
Quickly he put on his magic cloak.
At the castle that night, the oldest princess said, Here, soldier! Have a nice drink! Good night!
These twelve beautiful princesses all slept in one bedroom.
They were so happy because now they could see the lake.

Questions:

How many daughters does the king have?

What do the princesses shoes look like?
What did the king write?
What did the soldier get form the old woman?
Where did the princesses run?
What did the soldier take?
Who waited them in the boats?
Who was the soldier wife?

Correct the sentences!

The king has four daughters.

The princesses were happy because they could see the sky.
In every boat a prince was talking.
The twelve princesses danced with twelve kings.
The soldier was sad in the magic cloak.

Solve the crossword!

Across:
2. The soldier took a silver, a gold and a diamond ...
3. a ... cup
5. The soldier ... the oldest princess.
Down:
1. not sleeping
3. The trees were made of silver, ..., and diamonds

4.
Appendix 4.

Appendix 5.

Countries
Capital cities

Symbols

Appendix 6.

Appendix 7.
I know about the United Kingdom that ____________________________________________
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