“PEDAGOGS”
international research journal ISSN:
2181-4027
_SJIF:
4.995
www.pedagoglar.uz
Volume-26, Issue-2, January - 2023
98
reading books, and it was thought of as a learning tradition. It has a significant impact
on how well kids learn languages. The linguistic skills of youngsters, such as listening,
imagination, and prediction, can be developed through the use
of stories with relevant
settings, natural repetition, appealing characters, and intriguing narratives (Rokhayani,
2010). Furthermore, stories reuce anxiety of students and they try to listen attentivelya
nd guess the maning of the story and predict the ongoing actions as an active lsiteners
students enjoy it.(Rubina, 2018).
Stories provide fistly meaningful context, secondly, natural repetition and lastly,
develop listening skill in english and children love prefer to listen an attractive story.
The students who had higher listening skills according to Oduolowi and
Akintemi,(2014) were exposed to hig level of illustration and were permanently
listened to stories. And females were better listeners than males,
also cultural
backgraound was tested and stories which are mostly preferred were the stories which
reflect natioanl culture of each country.
In order to pique the interest of the students, teachers should consider topics that
relate to the experiences or interests of the students when selecting stories. Children
are more concerned with their past experiences or current interests. Age of the children
must also be taken into account. A successful teaching and learning process depends
on the characters of stories.
Young learners enjoy stories, cartoons, and animals. In
order for youngsters to remember and appreciate the stories as well as for the language
to be more memorable, it will be good to select stories that have a straightforward and
engaging storyline or a surprising finish.
Furthermore, the use of storytelling in language instruction has several benefits.
According to Wright (2004), youngsters get a significant
amount of consonant-rich
language experience from stories that rely so heavily on words.
According to Rubina’s research Children in primary school did not listened the
stories in English lessons and se used stories to teach English
the results were that
children enjoyed listening to stories,but while listenig listening strategies as predicting,
inferring opinions or attitudes are not used.
