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СТОРИТЕЛЛИНГ КАК ИННОВАЦИОННЫЙ МЕТОД В СОВРЕМЕННОЙ СИСТЕМЕ ОБРАЗОВАНИЯ

Научная статья
Салхи И.
Куприна Т.В.
DOI:
https://doi.org/10.23670/IRJ.2022.120.6.149
Выпуск: № 6 (120), 2022
Опубликована:
2022/06/17
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DOI: https://doi.org/10.23670/IRJ.2022.120.6.149

СТОРИТЕЛЛИНГ КАК ИННОВАЦИОННЫЙ МЕТОД В СОВРЕМЕННОЙ СИСТЕМЕ ОБРАЗОВАНИЯ

Обзорная статья

Салхи И.1, Куприна Т.В.2, *

1 ORCID: 0000-0001-6083-219X;

2 ORCID: 0000-0002-8184-2490;

1, 2 Уральский федеральный университет имени первого Президента России Б. Н. Ельцина, Екатеринбург, Россия

* Корреспондирующий автор (tvkuprina[at]mail.ru)

Аннотация

В настоящее время много говорят о смене технологий и методов обучения, что связано с изменением восприятия учебного материала современным молодым поколением. Одним из таких методов является сторителлинг, который изначально осваивался системой бизнеса и маркетинга. В результате, исследователи пришли к выводу, что сторителлинг является эффективным методом, способствующим установлению контактов, развитию креативности и мотивации. Однако до сих пор недостаточно всесторонних исследований, посвященных данной проблеме, и даже само определение является неясным. Необходимо учитывать и тот факт, что данный метод появился на западе относительно недавно, а в России после 2013 года. В представленной статье рассматривается использование инновационного метода сторителлинга в образовательной среде. В частности, при обучении иностранным языкам. Делаются выводы, что сторителлинг способствует развитию всех видов речевой деятельности, особенно мотивации студентов к говорению.

Ключевые слова: сторителлинг, образовательная среда, речевая деятельность.

STORYTELLING AS INNOVATIVE METHOD IN MODERN EDUCATION SYSTEM

Review article

Salhi Issam1, Kuprina T.V.2, *

1 ORCID: 0000-0001-6083-219X;

2 ORCID: 0000-0002-8184-2490;

1, 2 Ural Federal University Named after the First President of Russia B.N. Yeltsin, Ekaterinburg, Russia

* Corresponding author (tvkuprina[at]mail.ru)

Abstract

Currently, there is a lot of talk about changing technologies and teaching methods, which is associated with a change in the perception of educational material by the modern young generation. One of these methods is storytelling, which was originally mastered by the business and marketing system. As a result, the researchers conclude that storytelling is an effective method for facilitating networking, creativity and motivation. However, there is still not enough comprehensive research on the issue, and even the definition itself is unclear. It is also necessary to take into account the fact that this method has appeared in the West relatively recently, and in Russia after 2013. The article discusses the use of the innovative method of storytelling in the educational context. In particular, while teaching foreign languages. It is concluded that storytelling contributes to the development of all types of speech activity, especially the motivation of students to speak.

Keywords: storytelling, educational context, speech activity.

Introduction

The rapidly changing modern world requires a change in approaches, technologies and methods for solving problems and interacting in a global world. One of the innovative methods that contribute to establishing contacts and attracting the attention of partners is storytelling.

The concept of storytelling was proposed by D. Armstrong which he used while creating instructions for working with personnel. Later, K. Thompson, a lecturer at the University of Birmingham, used stories as an effective method to motivate the staff of various companies [1].

Storytelling (English) is telling stories. Storytelling is everywhere: in myths, legends, fairy tales, stories, books, theatrical performances, public performances. It is not a separate genre, but a method.

Currently, storytelling has proven itself positively in many areas, due to the following reasons:

- it substantiates and explains the existing rules: talks about the author and the purpose of creating the story;

- it stores, organizes and transmits information;

- a well-structured story with an exciting storyline effectively attracts and holds the attention of readers and listeners until the end of the story;

- it generates emotions and motivates;

- the author manages to keep the intrigue, increasing the curiosity of readers and listeners;

- it conveys the main idea through the formation of sympathy for the main character in readers and listeners and the desire to be like him.

- it encourages continuing communication;

- it forms the loyalty of the subject.

However, there are still many contradictive things in the storytelling theory.

So, Mu, CJ indicates a need to consider not only the theory of the problem but a practical part as well. He underlines that existed studies are not comprehensive, and even the definition is still vague [2].

At the same time, there are a lot of experimental approaches.

  1. Nakamura et al. present an interactive program for collaborative storytelling named Zuzie where people can express their emotions and create compositions [3, P. 117].
  2. Roth et al. propose interactive storytelling based on expressing self-enhancement and optimal task engagement (“flow”) [4, P. 38].
  3. Harrer & A. Constantin use “stage managing” as a metaphor to describe experiences while creating games, starting their discussion with problems and challenges [5, P. 402].

Some researchers pay attention to the computerization of the field.

M.Cavazza & D. Pizzi point to the narrative theory (computational linguistics) which gives the theoretical base to the practice called Interactive storytelling as a form of “computational narratology” [6, P. 72].

  1. Schleser notes that storytelling helps to create research projects in documentary storytelling, with a focus on online and documentary practice [7].

But for Russia, storytelling is a quite new approach. Only in 2013 for the first time, the Russian Association for Public Relations turned its attention to the topic, including it in the official program of the “PR Days in Moscow”.

 In August 2016 the first book on storytelling “The Power of Persuasion. 101 Storytelling Tips” by Russian author Kirill P. Gopius was published [8].

The book collected not only the basic theoretical foundations of storytelling, such as definitions, rules and techniques. In addition, the book contains personal observations and practical advice on the application of the “storyteller-audience” system in various areas of human activity: politics, business, education, culture and others. Abroad, storytelling has long become an industry with its own stars, key events and organizations. In many world's leading universities, such as Stanford, storytelling is taught as a separate discipline.

  1. P. Gopius says, “Today we cannot separate our lives from stories which are everywhere and applied to every area of life. By telling stories, we get not only a chance to tell and to know ourselves and others.” [8].

Thus, we may say that there are different approaches to the definition and implementation of storytelling. Most authors underline that stories are inseparable part of our life and can be used in many contexts, creating the positive atmosphere and motivation to the further activity.

Storytelling in the educational context

In the field of education, the author of the TPRS method (Teaching Proficiency through Reading and Storytelling) is the American lecturer Blain Ray. The method is based on the “natural approach” theory and has popularity among lecturers of different levels.

Storytelling in education is the creation of emotional connections with which a lecturer can control the students’ attention, focusing on important things. On the other hand, it can be considered as a teaching method aimed at motivating of students to develop their language skills.

One of the most important skills in learning any foreign language is speaking skills which considered as basic ones for language acquisition because of its positive effects on vocabulary knowledge, grammar and writing. However, speaking in a foreign language is regarded as one of the most challenging and difficult task that any learner can face. Therefore, we can say that without adequate speaking skills, students can struggle in many subjects’ areas. Storytelling is about using stories to engage the audience or to make something more clear. In general, storytelling is one of the best ways to help students get the four skills of speech activity (reading, listening, speaking and writing).

There are a lot of definitions of speaking. Thus, D. Numan & R. Carter states, that a speaking skill is an action undertaken as a communication tool to deliver a message or information that can be understood [9, P. 25].

  1. C. Richards (2008) notes that speaking is an effective way to improve its skills and effectiveness in spoken language [10, P. 36].
  2. Davies (2007) states that storytelling helps with listening and speaking as students learn how to express ideas, develop and finish stories [11, P. 75].

Besides, storytelling is the interactive method of using lexis,fluency and vocabulary acquisition [12]; participating in everyday communication [13, P. 44]; developing such skills as grammar, reading and writing; increasing students’ motivation [14], [15, P. 4008].

Moreover, storytelling, including an animated one, encourages learners with poor skills to participate more in the classroom activities; changes the classroom environment into an exciting one [16, P. 80]; increases learners’ oral speaking abilities as draws their attention both to meaning and forms [17, P. 39], [18, P. 1848].

After a storytale, learners can demonstrate comprehension by: comparing, predicting, classifying, transferring information, etc.

After reading the story, the teacher can include oral activities and learners can talk about the tale together. Discussion for topics can be taken from the story's themselves. Students can retell their favorite tales or invent stories based on their own personal experiences.

Teachers can explain to their learners how to describe the world around them and communicate their needs; help them to improve their vocabulary; grammar as an understanding of tenses and the correct way to structure sentences; pronunciation because understanding how to correctly pronounce words is another important element of speaking skills.

From mentioned above, we can conclude that teacher can help their students to improve their speaking skills on the base of storytelling by:

  • teaching new vocabulary;
  • focusing on pronunciation;
  • ensuring language fluency;
  • encouraging to practice in talking.

 

Conclusion

Though there is no consensus on the definition and practice usage of storytelling, many spheres use it as an effective tool for motivating and encouraging people to their productive activity. In education, there is a prominent impact of storytelling on student’s performance in speaking as they are more active to speak up in class. The storytelling technique can promote students who are still confused when they want to speak up and have lack of confidence; increase motivation, confidence and improve their speaking skill in general.

Конфликт интересов Не указан. Conflict of Interest None declared.

Список литературы / References

  1. Что такое сторителлинг. Краткообисториисторителлинга [Электронныйресурс]. – URL: https://erfa.ru/chto-takoe-storitelling-kratko-ob-istoriistoritellinga.html#:~:text=%D0%9A%D0%BE%D0%BD%D1%86 (дата обращения: 8.04.2022)
  2. Mu C.J. A Research on Storytelling of Interactive Documentary: Towards a New Storytelling Theory Model / C.J. Mu // Proceedings Paper 11th International Conference on Interactive Digital Storytelling (ICIDS). – 2018. – Vol. 11318. – P.181-184. DOI: 10.1007/978-3-030-04028-4_18.
  3. Nakamura Y. Zuzie: Collaborative Storytelling Based on Multiple Compositions / Y. Nakamura // Proceedings Paper. 3rd Joint Conference on Interactive Digital Storytelling– 2010. – Vol.6432. – P.117.
  4. Roth C. The Motivational Appeal of Interactive Storytelling: Towards a Dimensional Model of the User Experience / C. Roth // Proceedings Paper. 2nd Joint International Conference on Interactive Digital Storytelling (ICIDS 2009) – 2009 – Vol. 5915. – P. 38. 2009.
  5. Harrer S. Managing the Stage: Challenges of Participatory Storytelling /S. Harrer, A. Constantin // Proceedings Paper. 8th International Conference on Interactive Digital Storytelling (ICIDS) – 2015 – Vol. 9445. – P. 402-403.
  6. Cavazza M. Narratology for interactive storytelling: A critical introduction / M. Cavazza, D. Pizzi // Proceedings Paper 3rd International Conference on Technologies for Interactive Digital Storytelling and Entertainment (TIDSE 2006) – 2006. – Vol.4326. – P.72.
  7. Schleser M. Smart storytelling / M. Schleser // Earlyaccess. – 2022. – DOI 10.1080/17503280.2022.2048230.
  8. Первая книга по сторителлингу от автора из России [Электронный ресурс]. – URL: https://aspmedia24.ru/press-relizy/item/15617-pervaya-kniga-po-storitellingu-ot-avtora-iz-rossii(дата обращения: 12.04.2022)
  9. Nunan D. Teaching English to Speakers of Other Languages / D. Nunan & R. Carter. – New York: Cambridge: University Press, 2001. – 304 p.
  10. Richards J.C. Teaching Listening and Speaking / J. C. Richards. – New York: Cambridge: University Press, 2008. – 129 p.
  11. Davies A. Storytelling in the Classroom Enhancing Traditional Oral Skill for Teacher and Pupils / A. Davies. – Great Britirtam: Crormwell, 2007. – 144 p.
  12. Mello R. Building bridges: How storytelling influences teacher and student relationships / R. Mello // In Proceedings, storytelling in the Americas conference. – St. Catherine, ON: Brooks University Press ERIC Document Reproduction Service. – 2001. – No. ED457088.
  13. Mallan K. Children as Storytellers / K. Mallan. – Portsmouth: Heinemann Educational Books, Inc., 1992. – 88 p.
  14. Kalantari F. A story-telling approach to teaching English to young EFL Iranian learners / F. Kalantari & M. Hashemian // English Language Teaching. – 2015. – Vol.9 (1). – [Electronic resource]. URL: https://files.eric.ed.gov/fulltext/EJ1087083.pdf (accessed 10.04.2022).
  15. Soleimani H. The effect of storytelling on children's learning English vocabulary: A case in Iran / H. Soleimani & M. Akbari // International Research Journal of Applied and Basic Sciences. – 2018. – Vol. 4(11). – P. 4005-4014. – [Electronic resource]. URL: http://irjabs.com/files_site/paperlist/r_1240_130829111014.pdf (accessed 10.04.2022).
  16. Dujmovic M. Storytelling as a method of EFL teaching / M. Dujmovic // Methodological Horizons. – 2006. – Vol.1. – P. 75-88.
  17. Brice R. G. Connecting oral and written language through applied writing strategies / R. G. Brice // Intervention in School and Clinic. – 2004. – Vol. 40 (1). –P. 38-47.
  18. Sepahvand H. The effect of oral reproduction of short stories on speaking skill in Iranian high school students (Case Study: Khorram Abad, Iran) / H. Sepahvand // International Journal of Science and Research (IJSR). – 2014. – Vol. 3(7). – P. 1847-1851. – [Electronic resource]. URL: http://www.ijsr.net/archive/v3i7/MDIwMTQxMzAxMQ%3D%3D.pdf (accessed 15.04.2022).

Список литературы на английском языке / References in English

1.Chto takoye storitelling. Kratko ob istorii storitellinga [What is storytelling. Brief history of storytelling] [Electronic resource]. – URL: https://clck.ru/rG6Bw (accessed 8.04.2022) [in Russian].

  1. Mu C.J. A Research on Storytelling of Interactive Documentary: Towards a New Storytelling Theory Model / C.J. Mu // Proceedings Paper 11th International Conference on Interactive Digital Storytelling (ICIDS). – 2018. – Vol. 11318. – P.181-184. DOI: 10.1007/978-3-030-04028-4_18.
  2. Nakamura Y. Zuzie: Collaborative Storytelling Based on Multiple Compositions / Y. Nakamura // Proceedings Paper. 3rd Joint Conference on Interactive Digital Storytelling– 2010. – Vol.6432. – P.117.
  3. Roth C. The Motivational Appeal of Interactive Storytelling: Towards a Dimensional Model of the User Experience / C. Roth // Proceedings Paper. 2nd Joint International Conference on Interactive Digital Storytelling (ICIDS 2009) – 2009 – Vol. 5915. – P. 38. 2009.
  4. Harrer S. Managing the Stage: Challenges of Participatory Storytelling / S. Harrer, A. Constantin // Proceedings Paper. 8th International Conference on Interactive Digital Storytelling (ICIDS) – 2015 – Vol. 9445. – P. 402-403.
  5. Cavazza M. Narratology for interactive storytelling: A critical introduction / M. Cavazza, D. Pizzi // Proceedings Paper 3rd International Conference on Technologies for Interactive Digital Storytelling and Entertainment (TIDSE 2006) – 2006. – Vol.4326. – P.72.
  6. Schleser M. Smart storytelling / M. Schleser // Early access. – 2022. – DOI 10.1080/17503280.2022.2048230.
  7. Pervaya kniga po storitellingu ot avtora iz Rossii [The first storytelling book from a Russian author] [Electronic resource] – URL: https://aspmedia24.ru/press-relizy/item/15617-pervaya-kniga-po-storitellingu-ot-avtora-iz-rossii (accessed 12.04.2022) [in Russian].
  1. Nunan D. Teaching English to Speakers of Other Languages / D. Nunan & R. Carter. – New York: Cambridge: University Press, 2001. – 304 p.
  2. Richards J.C. Teaching Listening and Speaking / J. C. Richards. – New York: Cambridge: University Press, 2008. – 129 p.
  3. Davies A. Storytelling in the Classroom Enhancing Traditional Oral Skill for Teacher and Pupils / A. Davies. – Great Britirtam: Crormwell, 2007. – 144 p.
  4. Mello R. Building bridges: How storytelling influences teacher and student relationships / R. Mello // In Proceedings, storytelling in the Americas conference. – St. Catherine, ON: Brooks University Press ERIC Document Reproduction Service. – 2001. – No. ED457088.
  5. Mallan K. Children as Storytellers / K. Mallan. – Portsmouth: Heinemann Educational Books, Inc., 1992. – 88 p.
  6. Kalantari F. A story-telling approach to teaching English to young EFL Iranian learners / F. Kalantari & M. Hashemian // English Language Teaching. – 2015. – Vol.9 (1). – [Electronic resource]. URL: https://files.eric.ed.gov/fulltext/EJ1087083.pdf (accessed 10.04.2022).
  7. Soleimani H. The effect of storytelling on children's learning English vocabulary: A case in Iran / H. Soleimani & M. Akbari // International Research Journal of Applied and Basic Sciences. – 2018. – Vol. 4(11). – P. 4005-4014. – [Electronic resource]. URL: http://irjabs.com/files_site/paperlist/r_1240_130829111014.pdf (accessed 10.04.2022).
  8. Dujmovic M. Storytelling as a method of EFL teaching / M. Dujmovic // Methodological Horizons. – 2006. – Vol.1. – P. 75-88.
  9. Brice R. G. Connecting oral and written language through applied writing strategies / R. G. Brice // Intervention in School and Clinic. – 2004. – Vol. 40 (1). –P. 38-47.
  10. Sepahvand H. The effect of oral reproduction of short stories on speaking skill in Iranian high school students (Case Study: Khorram Abad, Iran) / H. Sepahvand // International Journal of Science and Research (IJSR). – 2014. – Vol. 3(7). – P. 1847-1851. – [Electronic resource]. URL: http://www.ijsr.net/archive/v3i7/MDIwMTQxMzAxMQ%3D%3D.pdf (accessed 15.04.2022).