Adapting Stories for Teaching English to Young Learners: A Brain-Friendly Learning Perspective
Abstract
This study aims to elaborate the way of adapting stories for teaching English to young learners with specific reference to brain-friendly learning. Having analysed both peculiarities of stories for children and the philosophy of brain-friendly learning theory the researcher adapted four original stories. In order to statistically prove their effectiveness a control and an experimental group were formed. The students from the control group were taught through usual reading passages whereas the students from the experimental group were given the stories adapted by the researcher. Pre-tests and post-tests were applied in both groups. The tests were processed with IMB SPSS 21.1 and a t-test analysis was conducted. The findings indicated that the students from the experimental group had improved their knowledge of English more than the students from the control group. Consequently, the use of stories adapted with regard to brain-friendly learning has a positive impact on learners’ proficiency.