How to Use Pictorial Storytelling and Contextualized Storytelling for the Teaching of Vocabulary for Primary English Foreign Language Learners

The purpose of this paper is to present a systematic framework for vocabulary learning by combining two approaches to vocabulary instruction and learning. These two approaches – pictorial storytelling and contextualized storytelling -multiple sensory- strategy are present as benefit teaching principles. The pictorial storytelling learning of vocabulary requires that teachers provide opportunities for enjoyable storytelling by using pictorial and other media aids that is the essential method that causes activities and promoted students’ learning vocabulary and evokes them to speak and eager to listen and read the story book and even develop and write a story book with the items that they have acquired during the session of learning, and the later strategy development involves visual aids such as props and pictures, bring life to the language and give rich contextual clues for learners to construct and infer the meaning of text before and during the reading and training learners to use this. Although all of the approaches and principles have a role to play in vocabulary learning for EFL learners; in general, emphasizing pictorial storytelling by multiple sensory approach is probably best for primary students and teachers that used in the class.

کلیدواژه ها:

pictorial storytelling ، contextualized storytelling ، vocabulary learning ، primary students