INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES

This study investigates how short stories can be integrated into an English language curriculum in order to consolidate students’ knowledge of the English language - grammar and vocabulary - and to promote their creative writing skills. The study was conducted with 21 Turkish university students receiving an English language preparatory programme. A selection of short stories appropriate to students’ language requirements was incorporated into the English language curriculum. A three-stage-model: presentation, exploration, and follow-up guided the use of each story with a special focus on student-centered learning, which required the students to take an active involvement in the learning process on the basis of given tasks. In order to obtain students’ opinion concerning the use of story, each student was asked to keep a diary in which to reflect their views following the study of each literary text, and a portfolio where they could keep their writings. The data collected through the diaries and student writings were complemented by administering an end-of-the year story perception questionnaire in order to have an overall evaluation of the course. Findings indicated that 1) the use of short stories contributed to students’ reinforcing effectively and meaningfully their knowledge of grammar and vocabulary; 2) it helped students to be more creative and imaginative in their writing, and 3) it freed the students from the routine procedures in the classroom. The article concludes with some pedagogical suggestions for the efficient exploitation of this literary genre in English language classes.