Linguistics and Literature Studies Vol. 2(1), pp. 29 - 38
DOI: 10.13189/lls.2014.020104
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Storytelling in Teaching Chinese as a Second/Foreign Language

Kate Nguyen 1, Nile Stanley 2,*, Laurel Stanley 3
1 Shaanxi Normal University, China
2 University of North Florida, Jacksonville, USA
3 Capella University, USA


Storytelling has been described as the oldest technique in second language (L2) learning. Neuroscientists contend that our minds are literally wired to comprehend best the world through narrative. Researchers have claimed that the benefits of storytelling in teaching and studying second languages include increased development of language skills, improved comprehension and classroom interaction. L2 Chinese acquisition is a relatively new area of study with scant research. This survey research explored how storytelling was used in teaching Chinese as a second/foreign language (CSL/FL) in China. Participants were 15 CSL/FL instructors and 30 adult learners enrolled at the School of Chinese Language in Shaanxi Normal University, (Xi’an, China). Participants took a teacher or student survey about their interests, the practice, benefits, and challenges of doing storytelling in the CSL/FL classroom. Results of the survey indicated that the participants were interested in storytelling because of the perceived benefits of language learning, comprehension, community building, and multi-cultural understanding. This article provides guidelines and recommends resources for using storytelling as an educational strategy in the adult CSL/FL classroom.

Storytelling, Second Language Acquisition of Chinese, L2 Teaching Strategies

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Kate Nguyen , Nile Stanley , Laurel Stanley , "Storytelling in Teaching Chinese as a Second/Foreign Language," Linguistics and Literature Studies, Vol. 2, No. 1, pp. 29 - 38, 2014. DOI: 10.13189/lls.2014.020104.

(b). APA Format:
Kate Nguyen , Nile Stanley , Laurel Stanley (2014). Storytelling in Teaching Chinese as a Second/Foreign Language. Linguistics and Literature Studies, 2(1), 29 - 38. DOI: 10.13189/lls.2014.020104.