Abstract
This paper discusses the use of Digital Storytelling (DST) as an innovative educational approach in teaching and learning English as a second language. Specifically, it deals with English phraseology, focusing on the teaching and learning of Multi-word expressions, in particular Phrasal Verbs (PVs), usually a challenging feature for Italian learners of English, who find them hard to understand and memorize.
Motivated by Constructivist principles, Technological Pedagogical Content Knowledge (TPCK) Theory, the Narrative paradigm, The Cognitive Theory of Multimedia Learning and also growing developments in neuroscience and neuropsychology, this paper argues that, by combining the visual and the verbal, DST has the potential to make students better process, understand, and recall even difficult instructional content. Finally, it presents preliminary results of a first exploratory implementation of DST in an L2 secondary classroom of Italian learners of English. They show that DST could be a meaningful technology tool to enhance students’ critical thinking, motivation and collaboration.
This paper also aims to shed new light on educational strategies in the context of Second Language Acquisition (SLA).
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Raffone, A. (2018). Digital Storytelling and Phrasal Verbs in L2 Acquisition: Teaching Phraseology Through Technology. In: Rouse, R., Koenitz, H., Haahr, M. (eds) Interactive Storytelling. ICIDS 2018. Lecture Notes in Computer Science(), vol 11318. Springer, Cham. https://doi.org/10.1007/978-3-030-04028-4_74
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