To what extent can the use of ‘story’ provide the basis for an effective English language learning programme for five to eleven year old French students learning English as a foreign language

In the current global context of demanding greater mastery of English, researching higher efficiency of teaching approaches, strategies and materials for young learners (YLs) appears a crucial area of inquiry. This thesis proposes a theoretical framework for the development of a ‘story approach’ for primary age English foreign language (EFL) learners in contexts displaying restricted instruction and target language contact. The thesis reports on a three year study of a ‘story approach’ English Language Learning Programme, incorporating native language use, for French native students. This mixed methods longitudinal research involved a case study group (CSG: n=7/n=4) integrated into a traditional class over primary years one to three. Years one (n=21) and two (n=23) involved cross-sectional studies. Year three culminated in an outcome assessment; results from the intervention ‘story approach’ group (n=11) were compared to the general approach (current commercial programmes) group (n=11) results, and measured against the Common European Framework of Reference (CEFR) A1 qualitative-spoken language level. Purposive sampling permitted gathering data from participants conforming to specific criteria, namely monolingual French native-speakers with no additional English outside one hour (approximately) weekly school instruction. Quantitative and qualitative data was gathered principally through recording transcripts of the intervention classes and year three outcome assessment. Results demonstrated YL EFL oral communicative skills progressed over the two cross-sectional studies. Findings were statistically significant in year one for production of spontaneous language and phrases of two words or more, and their correlation with meaning. Findings in year two were statistically significant for the production of phrases. Year three outcome assessment results demonstrated statistical significance for the production of phrases for the intervention ‘story approach’ group, versus the general approach control group, and together with qualitative results established alignment for the intervention group with the CEFR A1 qualitative-speaking skills level