The effect of storytelling format (dialogic vs. narrative) on linguistic recall and comprehension

The present study analyzes the use of stories in listening comprehension exercises in second language classroom. It examines the effect of narrative or dialogic format on linguistic comprehension and recall as measured by a listening comprehension test and a delayed listening comprehension test. The participants in this study were given two stories with two formats: one more narrative-oriented, in which the story was told mainly by the narrator; and the other one more dialogue-oriented in which the story moved forward through the dialogues of the characters. Results showed that learners performed better when given dialogic story. Two possible factors operating were frequency of input, and the emotion implied in the delivery of the story.