Background knowledge

In teaching, background knowledge is an important factor when introducing a new matter to learners. The researcher used to find out the extent of learners knowledge about what was about to be introduced. Then the discussion would lead her towards the introduction by linking the information the learners already have about the new subject. Certainly, from Fitzgibbon and Wilhelm (1998)’s viewpoint, storytelling is regarded as an effective means by which to activate and build upon learner background knowledge and experiences, or schemata. Vacca and Vacca (1989 cited in Fitzgibbon & Wilhelm 1998:28) believe that comprehension involves the linking of what the reader already knows to a new message. They further explain that if new ideas and concepts are taught within the context of a story, the chance of a learner understanding the material will likely be improved since the learner can experience an array of familiar details while also being introduced to a new concept.

According to Liston (1994:8) learning is based on previous learning and that unless new information is related to pre-existing learner interest and knowledge, there will be no point of entry, no previously established neural network onto which learners can connect or hang new extensions. Alternatively, accessing the internal state

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allows the learner to more readily interact with the new or external material being presented. Liston further concludes that a story can thus promote learner interaction and reaction to the concepts being taught.

The researchers, Cortazzi and Jin (2007 cited in Nguyen, Stanley & Stanley 2014:30), tracked the progress of a group of young additional language learners who were using keyboards and story maps to tell and retell simple stories, both in their first and additional language. They concluded that the additional language learners benefited from telling their personal stories. Likewise, scholars like Essig (2005; Nguyen et al. 2014) report that the sharing of personal stories can have a positive impact on language learning.

Learners like it when they are given an opportunity to voice their own stories. The researcher used to watch her learners’ reaction during story time. They could not wait for the researcher to finish the story as they wanted to tell theirs. The researcher’s realisation was that most of learners like telling stories have self- confidence and their language improved as they repeatedly told their own stories. They would tell stories they heard, things that had happened to them, and retell familiar stories such as Cinderella. In most cases their stories just came quite naturally. Bertrand and Stice (2002:91) assert that enhancing learners’ sense of story and their self-confidence as performers, aid in developing the whole child. They further explain that those two areas are simultaneously supported when children are encouraged to tell stories.

A need to develop learners’ communicative competence in EFAL for the market place has challenged teachers to cultivate knowledge of the target language and bring the practice of the real world into the classroom. Storytelling is one of authentic methods that can promote and foster natural communication, allowing learners to experience authentic language contributions. Pesola (1991 cited in Fitzgibbon & Wilhelm 1998) describes storytelling in additional language classrooms as one of the most powerful tools for surrounding the young learner with language.

Authentic material, as described by Little, Devitt and Singleton (1988:27) and supported by Quariento and Morley (2001:347) is material created to fulfil some

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social purpose in the language community in which it is produced. Exposing learners to the language of the real world might help them to acquire communication competence in the target language. Wilkins (1976 cited in Quariento and Morley 2001:347) elucidates the above-mentioned statement by indicating that the use of authentic texts, embracing both written and spoken word, helps to bridge the gap between classroom knowledge and a learners’ capacity in real world events.

According to Quariento and Morley’s (2001) point of view, the use of authentic texts is now considered to be one way of maintaining or increasing learners’ motivation for learning. Additionally, the use of authentic texts give the learner the feeling that he or she is learning the real language, that they are in touch with a living entity, the target language, as it is used by the community which speaks it. Quariento and Morley (2001) support that a task might be said to be authentic if it has a clear relationship with world needs.

As a result, storytelling in the classroom is about making stories alive through the interaction between teacher and the learners and between learners and learners. Prentice (1998:97) mentions that the more teachers tell stories to learners, the better they become at learning how to capture the learners’ attention with the tone of voice, facial expressions and body language. In addition, Prentice states that learners are constantly making sense of their world through stories, or relating their own experiences or fears to those found in stories. Holderness (1998:158) adds to the above by stating that we need to provide reality and visual support during stories or whole class sessions. It is important to use voice, facial expression and mime, but mostly important are visual supports, for instance, cutting out pictures and pasting them on the flannel board.

Proponents of storytelling such as Fitzgibbon and Wilhelm (1998) and Rinvolucri (2008) appreciate storytelling as an old and respected technique in additional language that helps provide a rich source of materials for language classrooms. Krashen (1982 cited in Fitzgibbon & Wilhelm 1998:25) substantiates that learners develop both fluency and accuracy in an additional language as a result of a large amount of comprehensible material. Quariento and Morley (2001:348) are in support of Fitzgibbon and Wilhelm (1998) that demonstrates that learners’ own stories are a

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rich source of authentic material, which provides a genuine purpose, emphasises real world goals, fosters classroom interaction, and promotes engagement. They claim that the authenticity of the material increases learners’ motivation and desire to learn in education.