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A Story-based Focus-on-form Approach to Primary English Teaching and Learning
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This article suggests a story-based focus-on-form approach to primary English teaching and learning. Considering the nature of language, English education in an EFL environment like Korea needs to take into account the focus-on-form teaching and learning method that basically focuses on meaningful and practical communication but also emphasizes language forms. The focus-on-form teaching method can be divided into two approaches: “responsive” and “predetermined”. Considering the environment of Korean primary English education, we propose a mixed type of teaching method utilizing the advantages of the two approaches. The focus-on-form teaching method is also closely associated with learning materials in that the form of sentences can be paid more attention to by learners when the communication contents can be comprehended in contexts while being consistent with their experiences and interests. In this sense, I suggest that a story can be an effective medium for the focus-on-form teaching method for primary school students. The present study proposes the story-based focus-on-form approach by dividing it into five stages, preparation, presentation, focus-on-form activity, examination, and intensification. I then presents each stage’s learning contents and activities in detail according to the characteristics of primary school students. The main purpose of the focus-on-form teaching and learning activities is to develop the ability to generate phrases and sentences out of words. Therefore, I introduce into the learning process specific examples of phrase and sentence generation activities applicable to primary school students.
Abstract
This article suggests a story-based focus-on-form approach to primary English teaching and learning. Considering the nature of language, English education in an EFL environment like Korea needs to take into account the focus-on-form teaching and learning method that basically focuses on meaningful and practical communication but also emphasizes language forms. The focus-on-form teaching method can be divided into two approaches: “responsive” and “predetermined”. Considering the environment of Korean primary English education, we propose a mixed type of teaching method utilizing the advantages of the two approaches. The focus-on-form teaching method is also closely associated with learning materials in that the form of sentences can be paid more attention to by learners when the communication contents can be comprehended in contexts while being consistent with their experiences and interests. In this sense, I suggest that a story can be an effective medium for the focus-on-form teaching method for primary school students. The present study proposes the story-based focus-on-form approach by dividing it into five stages, preparation, presentation, focus-on-form activity, examination, and intensification. I then presents each stage’s learning contents and activities in detail according to the characteristics of primary school students. The main purpose of the focus-on-form teaching and learning activities is to develop the ability to generate phrases and sentences out of words. Therefore, I introduce into the learning process specific examples of phrase and sentence generation activities applicable to primary school students.
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