https://doi.org/10.31261/TPDJP.1999.15.08
Telling stories at school becomes the main narrative form which the pupils learn early and which is most enjoyed by them. At the same time, it is a foundation for building other narrative forms such as reports and compositions. Therefore, errors committed in teaching storytelling may cause inability to acquire necessary skills of narration by learners.
It is necessary to make a didactical diagnosis to find out if the pupils in forms IV–VIII learned the basics of storytelling and if they can include their language knowledge in constructing the text of their own.
A ready-made pattern of a story told at school was used as the didactical tool to be compared later with the empirical data found in the actual written assignments of pupils. The analysis contained 103 pupil’s works — the stories containing reports in the middle part were discarded, preference was given to those stories of cause-and-effect type. For statistical analysis, a randomised sample was taken which referred to a large number of 2000 words altogether found in the selected parts of the stories for every class.
The texts of the stories were analysed according to the following issues:
— the title of a story,
— the analysis of the beginning and the ending formula of a story,
— the development of the subject of a story,
— the vocabulary used by the pupil,
— the syntax applied in a story.
On the basis of such a didactical diagnosis, it was possible to point to some problems in storytelling skills of the pupils and also evaluate them, paying special attention to lack of creativity and/or individual character of the stories told by them.
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Vol. 15 (1999)
Published: 1999-12-31
10.31261/TPDJP
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
English
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