NARRATLOGY USAGES EXPLORING THE STORY-TELLING NARRATIVE AS A LITERARY TOOL FOR ENGLISH AS A SECOND LANGUAGE

埼玉県越谷市Some of our waking moments may be seen as ordinary sequences of events or occurrences in the web of life, but the literary organization of how we can interpret our daily lives is often told in story form. Generally speaking, the human expressions in language depict our existence in commonly recognizable interactive patterns within structural forms identified in the literary theories founded in the study of “narratology.” The scope of narratology covers a wide range of story-telling genres that has greatly provided various platforms in reaching people globally due to the ease of access to the Internet, film, television and in partaking on social media exchanges. This is largely due to the wonders of 21st century technological innovations that allow us to connect with people we have never met, but seemingly, the physical borders that separate us are lessened through our story-telling sharing via online sites and /or through photos that captures the “moments” of life. In light of these multiple versions of narratological forms and structures, this paper would be focusing only on the anecdotal and folk stories that may either be based on true evidence depicting the sequence of events and occurrences of a famous person either living or dead or the general analysis of metaphors that provide a teaching point in a given narrative. Such examples of these structures and form will be discussed in how oral and written language skills can be enhanced for second language learners within the context of a given story facilitated by an experienced second language instructor. As models utilized for this paper, there are profound distinctions between anecdotal or folk narratives from other structural forms, in that, these stories are generally passed down from one generation to the next from word-of-mouth” rather than the written text form. By providing several models for thoughtful and critical discussion, this type of classroom interaction can support ways in which students can freely roam in their imaginings to express their own interpretations of the dialogues found in a story. Ideally, the goal for Second Language learners is to find how a story affects or movies them and binds them with the characters in a story. The sequence of events and occurrences in time and space can help students encode them from a personalized perspective. Moreover, the literary structure of narratology may help to bring second language learners to isolate the literary forms in bridging the gap from a story idea in developing oral language skills. From the context of stories, students learning a second language may realize language learning to be more personal, enjoyable and reachable from these lesson models in their own language when transitioning to a second language mode. The ultimate goal for second language learners is to better understand ourselves through narrative genres that provide us with a story. It is the story that can engage us as a reader or an audience in an authentic voice that speaks to us from the heart and echoes the realities of life in its trust form