Reading Stories To Enhance English Grammar Intake-Correlational Analysis

International Journal of English Language and Translation Studies
IJ-ELTS
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Volume: 2, Issue: 1
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International Journal of English Language & Translation Studies
ISSN: 2308-5460
Reading Stories to Enhance English Grammar Intake:Correlational

Analysis
[PP: 92-105]
Yoseph Gebrehiwot Tedla
Department of Foreign Languages and Literature
College o f Social Sciences and Languages
Mekelle Universit y, Ethiopia
Mekwanent Tilahun Desta
Department of Foreign Languages and Literature
College o f Social Sciences and Languages
Mekelle Universit y, Ethiopia
Abstract
Today, stories are reco mmended by many scho lars in the area of ELT as good vehicles for
present ing grammar items contextually. The roles they play increase as they beco me
appropriate to students level, experience and interest. Students get the opportunit y to see
grammar points funct ioning within real contexts when they get exposed to stories, and the y
learn the varied ways o f expressing a single thought through different structural format ions in
stories. In this respect, this paper is a part of the project which was designed to invest igate
whether associat ion exists between reading stories for longer hours and grammar intake in the
elementary levels in the Ethiopian context or not. After attending reading sessio ns for a
specified number o f hours, participants (from the total) were randomly selected (to reduce the
effects of any extraneous variables) and were given grammar test, and then their scores were
analyzed. Accordingly, the correlat ion coefficient was found to be (r) = 0.668, which
indicated a strong posit ive relat ionship. The significance value was recorded as (p) < 0.001,
indicat ing that a significant correlat ion exists between number o f hours spent on reading
stories and grammar intake. Based on the results and findings, the paper also recommends
that material developers, in general, and classroom practit ioners, specifically, should consider
the contribut ion of carefully selected stories to the enhancement of students grammar intake
and should use them as a technique of grammar presentation.
Keywords: Use of Stories, EFL Learners, Grammar Intake, Correlat ional Analys is, Ethiopian
Students
The paper received on:
23/12/2013
Accepted after peer-review on:
07/02/2014
Published on:
01/03/2014
Suggested Citation:
Tedla, Y. G. & Desta, M. T. (2014). Reading Stories to Enhance English Grammar
Intake:Correlational Analysis. International Journal of English Language & Translation Studies Vol2, Issue-1, 92-105. Retrived fr om http://www. eltsjournal.org
Vol:2, Issue:1, January-March, 2014
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Reading Stories to Enhance English Grammar Intake ..
Tedla, Y. & Desta, M.
1. Introduction
Grammar has been an inseparable part of language pedagogy for ages. Experiences
have varied since the late 1800s, which can be effect ively traced as the beginning o f the
modern study o f grammar in schools (Patterson, 1999, P.1). At different times it has been
incorporated into textbooks and presented in language training classrooms wit h different
emphasis that range fro m an explicit elaboration to the contextual presentation through texts.
According to Petroviz (1997), the tradit ional textbooks were more conservative in their
approach to teaching grammar items than the recent ones. In the former textbooks, every rule
was presented by means o f a general explanat ion fo llowed by an exercise consist ing o f a
series of non-contextualized sentences. Also, Christ y (2000) points out that grammar was
taught as a discrete set of rigid rules to be memo rized, practiced, and fo llowed. During the
older days, contextualizing, and presenting grammar items through literary works, was
exposed to crit icism. Similarly, it is noted that in the sixt ies and seventies, the pract ice o f
language teaching focused on the presentation of the grammat ical forms of a language and
repetit ion drills and graded structures and restricted lexis (O'sullivan, 1991, P.22). Thus,
delivering these grammar items through literary texts was considered as purposeless and
insignificant.
Recent ly published language textbooks, however, make an attempt to present grammar
points contextually (by supplement ing or replacing the earlier approaches to grammar
teaching). Harmer (1987) states that currently one of the techniques used to teach grammar is
using texts. According to him, these texts provide the learners wit h the opportunity to observe
the actual use o f the grammar items in a given literary text. Further, it is maintained that
Literature is beginning to be viewed as an appropriate vehicle for language learning and
development since the focus is now on authent ic language and authent ic situat ions
(O'sullivan, 1991, P.22). With this end in view, there are course book writers and language
teachers nowadays who prefer to present grammar items through literary texts.
As discussed earlier, a number o f authorit ies in the field o f English Language Teaching
(ELT) advise contextual grammar teaching. Accordingly, some schools start to develop a
posit ive attitude to the presentation grammar items through the use of reading texts such as
stories. There are, however, no empirical evidences in the Ethiopian context that corroborate
the claims made in support of the use o f stories to enhance grammar intake. Put different ly, it
is difficult to surely tell the extent to which exposing students to diverse reading texts
enhances their intake of grammar inputs.
This correlat ional study, therefore, invest igates the extent to which reading stories for
lo nger hours develops students grammar intake in Grade 6 in Ethiopia. Based on the finding
of the study, it is possible to explain their relat ionship and then forward ideas about the
methodological harmony between the two. Besides, it opens the door for invest igat ing how
English teachers can use stories in t heir classes so that students can be good beneficiaries
fro m the experience.
The study attempted to find answer to the fo llowing two questions:
1. Does correlat ion exist between reading stories and improving grammar intake?
2. If associat ion exists, of what degree is it between the two variables?
2. Literature Review
2.1 Defining Grammar
Different scho lars have defined the word grammar in different times. Hornby (2006)
defines grammar as the rules in a language for changing the form o f words and jo ining the m
into sentences (P.648). Similarly, according to Procter, grammar is the study and pract ice
of the rules by which words change their forms and are co mbined into sentences (cited in
Harmer, 1987, P.21). Patterson (1999) points out that within the field o f grammar, there are
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both descriptive and prescriptive grammar. Prescriptive grammar (the focus o f this paper)
deals wit h the rules that direct written and spoken language. These rules are further
subdivided into rules of usage and syntax. Usage includes rules about concepts like double
negat ives and slang words. Syntax enco mpasses rules of sentence structure and its co mponent
parts. In brief, grammar refers to the rules o f a language that govern the way words are
formed and jo ined together to form sentence structures and the way these structures are used
in written as well as spoken languages correctly to give a particular meaning.
2.2 Goal of Grammar Instruction
Current ly, the main object ive of grammar teaching, in a foreign language teaching
programme, is to enable learners to invo lve in actual use o f the language correctly in eit her
written form or spoken form. In other words, the goal o f grammar instruction is to enable
learners to carry out their co mmunicat ional purposes accurately (Patricia in Burkart, 1998).
The mere memorizat ion, of the grammat ical elements of the target language, has been
considered as worthless and boring since it exposes learners to inefficiency in the actual use
of the language. Therefore, according to Patricia the teaching of grammar has three key
implicat ions.
I. Students need overt instruction that connects grammar po ints with larger communication
contexts;
II. Students do not need to master every aspect of each grammar point, only those that are
relevant to the immediate communicat ion task, and
III. Error correction is not always the instructor's first responsibilit y. (in Bukrat, 1998, P.1)
Thus, the goal of grammar instruction (i.e., accomplishing co mmunicat ional needs) can
be attained through three important things: using contexts, selecting the relevant grammatica l
elements, and sharing the responsibilit y of error correction. Generally, teaching grammar
should direct ly be associated with communicat ion.
2.3 Significance of Grammar and its Method of Presentation
Grammar plays a vital ro le in the teaching and learning process of a new language. It
is a central area of the language around which other areas such as pronunciation and
vocabulary revo lve (Cook, 2001, P.19). Even if having the knowledge of grammar is o f
great importance, it is a language aspect which is considered to be difficult to teach well
(Patricia in Burkart, 1996). In order that the students have a pract ical knowledge o f grammar,
the kind o f teaching method, emplo yed by the classroom teacher or the course book, is a ke y
factor. Grammar elaboration seems to be an easy way of grammar teaching in classroom and
good in helping students memorize grammat ical items. However, a detailed explanat ion of
grammat ical elements is not a guarantee for success in attaining accuracy in writ ing or
speaking. Many a t ime, students essays, as well as their speech, appear to be full of errors
even after being exposed to grammar elements explicit ly. Therefore, explicit grammar
teaching had litt le or no effect on good writ ing (Levy, 2008, P.1).
Hence, an active, working knowledge o f the vocabulary and structure of the language
comes out of what is already being studied. What the student hears and reads ult imately
comes out in his own language (Levy, 2008, P.1). According to him, the more reading and
discussio n that the student engages in, the more likely that new words and linguist ic
structures will begin to appear in the students own writ ing. Therefore, teaching the
grammat ical elements through an actual literary text has an invaluable effect on learners
practical language use.
As grammar is an important component in language teaching programmes, care must
be taken in the ways it is to be taught. Among the good ways of present ing it is through the
use of stories.
2.4 Stories to Teach Grammar: Views and Counter-Views
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For many years, the idea of teaching grammar through literary texts was overlooked by
many language teaching experts (Cook, 2001; Lazar, 1993). Their argument is based on three
main reasons: its worthlessness in enhancing the attainment of learners academic objectives,
its particularit y to a single cultural perspect ive which inhibits learners co mprehensio n, and
its co mplexit y and uniqueness in it s language use which hampers the learning of grammar
(McKay, in Brumfit & Carter, 1986, P.191).
2.4.1 Arguments against the Use of Stories
The use of stories in language classroom has always been controversial amo ng the
foreign language teaching pedagogists. Some scholars disapprove the use o f literary texts for
teaching grammar due to the difficult nature of the literary texts. They strongly argue that
since one o f our main goal, as ESL teachers, is to teach the grammar o f the language,
literature, due to its structural co mplexit y and its unique use o f language, does litt le to
contribute to this goal (Mckay, in Brumfit and Carter, 1986, P.191). They further po int out
that literary texts are difficult to comprehend and, as a result, they may lead students to
frustration. To avo id this kind of challenge, teachers base their teachings on texts that are
abridged or simplified (Ronnqvist & Sell, 1994, P.125); though some claim this pract ice to be
disadvantageous. Their second reason centers on its inappropriate language use. Cook (2001)
states that the use of literary texts was not appreciated due to the inappropriacy in its
language use. Poets, novelists and playwrights produce linguist ic messages. These messages,
by their very nature, stand out prominently against the reader's background awareness of
what is both communicat ively convent ional and linguist ically appropriate to the social
purpose that the message is to fulfill. However, they are grammat ically intelligible in terms of
syntax and vocabulary. Literary texts break the more usual rules of syntax, collo cat ion and
even cohesio n. This seems to be particularly true of poetry (Lazar, 1993, P.18). Therefore,
due to its complexit y and incorrect language use such kinds o f literary works were not
preferred to teach grammar.
Inco mprehensibilit y is the third issue raised by those who oppose the use o f stories for
teaching grammar. Povey (cited in Celce-Murcia & Hills, 1988) ident ifies three barriers for
comprehension by learners:
I. Linguist ic problem: this refers to the difficult y to understand stories due to the complexit y
in their syntax and vocabulary.
II. Cultural barriers: it refers to the difference between the cultural background of the learners
and the cultural settings in the lit erary text. These include imagery, tone and illusio n.
III. Intellectual maturit y and sophist icat ion: this refers to the learners level o f intellectual
maturit y to read and understand a particular literary text (story). This is a necessary element
to appreciate, associate, and understand the content of a poem. (P.122)
Generally, language difficult y, cultural barriers and intellectual maturit y o f learners are
assumed to impede the comprehensio n of stories.
2.4.2 Arguments in Support of the Use of Stories
Scho lars like Hennery Widdowson refute such claims made against the use o f literary
texts. According to Widdowson (1978), linguis tic knowledge invo lves two key issues:
usage and use. Usage refers to the knowledge one has about the rules of the language while
use refers to the awareness one has about how the language is emplo yed in actual
communicat ion. Hence, he argues that literary texts such as stories provides an opportunit y
for students to observe the ways the grammar ele ments have been meaningfully applied. Put
different ly, literature has a funct ion of extending language usage (P.3). Also, Povey explains
that literature will increase all language skills because literature will extend linguist ic
knowledge by giving evidence of extensive and subt le vocabulary usage, and co mplex and
exact syntax (cited in Brumfit & Carter, 1986, P.191). Stories also arouse interest and love
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for reading amo ng the EFL learners and can o ffer maximum exposure of funct ional and
situational use of language, which is considered not only essent ial, in foreign language
teaching and learning context, but also very important to understand and master the
intricacies and nuances of the target language like English (Pathan, 2013, P. 21). Thus,
tackling the literary texts certainly creates a sense o f success in the language use in t he
learners (Lazar, 1993, P.15). Experience shows that many students appear to enjo y grammar
lessons presented through stories due to three main reasons; first ly, they seem to entertain
those reading literary texts; secondly, they get the opportunit y to see the meanings of the
grammat ical po ints under discussio n wit hin an actual text; thirdly, they get invo lved in so me
discussio n after the reading exercise wit h their peers as literary texts may be interpreted in
mult iple meanings. In addit ion, it is believed that although there are some structures which
seem to be different from those grammat ically acceptable ones in the literary text, for
instance fragments, the teacher should be aware of them beforehand and should show their
students why it cannot be said like that. Similarly, asking learners to examine sophist icated or
nonstandard examples of language (which can occur in stories) makes them more aware of
the norms of language use (Widdowson, cited in Lazar, 1993).
Likewise, Co llie & Slater (1987, P.5) contend that through literature, words or
grammat ical items beco me worth remembering. It is also noted that Literature may provide
a particularly appropriate way o f st imulat ing acquisit ion, as it provides meaningful and
memorable contexts for processing and interpreting new language (Lazar, 1993, P.17).
Besides, when students read literary texts, they easily get acquainted with the different
aspects of a written language varied ways o f structuring and sentence format ion and ways
of jo ining ideas. According to Levy (2008), many students who get annual doses o f the parts
of speech, the mysteries of the English verb, the types o f sentence structure, and so on, see m
to remember litt le about such things. Therefore, instead of memorizing the grammar points,
the students should get the opportunit y to see them funct ioning wit hin real contexts so that
they learn the varied ways o f expressing a single idea through different structural format ion.
In order that the lessons of grammar through stories attain the desired goal, the stories
should be carefully selected. This is because, If the materials are carefully chosen, students
will feel that what they do in the classroom is relevant and meaningful (Lazar, 1993,
P.15).Choosing simplified versio n of stories is a commo n so lut ion for solving the problem o f
language co mplexit y observed in the original materials. However, according to Honeyfield
(quoted in Brumfit & Cater, 1986):
Simplificat ion tends to produce a homogenized product in which the
informat ion beco me diluted. The addit ional words in the text tend to spread
the informat ion out, rather than to localize the informat ion. Furthermore, the
simplificat ion o f syntax may reduce cohesio n and readabilit y. Since proficient
readers rely heavily on localized information and cohesive devices, delet ing
these elements will contribute litt le to the develo pment of reading skills text.
( P . 193)
Thus, as simplification has disadvantages, Collie & Slater (1987) state the criteria to
select the appropriate literary text for teaching the grammat ical items in focus. According to
them, select ion depends upon each particular group of learners, their needs, interests,
cultural background and language level (P.6). Also, the stimulat ing power of the texts and
their meaningfulness or relevance to the learners life experience and feelings should be taken
into account. More importantly, the length o f the material is one factor for success or failure
of the grammar lesson. This is because, if the text to be read is too long and students are
urged to finish it wit hin that particular period, eit her they ma y simply focus only on the
grammat ical elements disregarding the content of the material or on only the content but not
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on the grammat ical items. Therefore, the learners and the kind of the literary text they are
required to read should be considered before choosing them for the purpose of teaching
grammar.
3. Methodology
3.1 Research Design
Since the main target of the study was to examine the relat ionship between the two
variables (reading stories for longer hours and grammar intake), a correlat ional analysis was
emplo yed wit h the belief that correlat ional research helps to understand related events,
condit ions and behaviors and make predictions of how one variable might predict another
(can high English level results be used to predict the same result s on other languages-for
instance, Amharic or Tigrigna?)
3.2 Subjects and Sampling Techniques
The area where this study was conducted was Mekelle Universit y Co mmunit y School.
A convenience sampling techniques was emplo yed because the school had only o ne sect ion
of Grade-Six with a total number of 31 students. Besides, a simple rando m sampling was
emplo yed to select few students from the total after reading stories for specified number o f
hours. All o f the students in this grade level were the subjects of the study. The students were
between the age of 11 and 13. Of the total participants, 16 (51.6%) were males and 15
(48.4%) were females. This implies a fair distribution of genders in the classroom, and there
was no bias result ing fro m gender issues. Tigrign language was the mother tongue of the
students. The proximit y o f the school to the researchers work place made it the main reason
for the select ion.
3.3 Data Collection Procedure
First, a material containing several stories was co mpiled. The stories in the story book
were mainly designed for children; the sentences were short, simple to understand, well
organized and grammat ically acceptable. Also, each story was selected on the basis o f its
special treatment to specific grammar items. After compiling the story book, the researchers
arranged tutorial sessio ns at Mekelle Universit y Communit y School in consultation wit h the
school director. A qualified English tutor facilitated the lessons using the reading material.
Students read the stories first, and then they were encouraged to tell what they read to their
peers orally. It was assumed that whenever students exchanged, what they read orally in their
classroom, the contents of the stories and their basic grammar items would be indelibly
imprinted on their mind. This, in turn, would enhance their grammar intake. The practice
continued for at least 8 hours to at most 68 hours. The number of stories the students read
varied according to the number of hours they spent in the tutorial sessio ns. The maximu m
number of stories students were allowed to read was 40 and the minimum was 5 (7/8 hours
5 stories, 17 hours 10 stories, 34 stories 20 stories, 68 hours 40 stories); each story had
150 words on average. Finally, participants took grammar test and their score was analyzed.
3.4 Experiment Using Stories
The study used test as its data collecting instrument. After attending the reading sessio n
for 8 hours, the first 8 students fro m the total were rando mly selected (by the researcher who
did not have any knowledge o f the students) by calling their names fro m the ho me-room
teachers roster and were given grammar test and then they left the tutorial programme. A
simple rando m sampling technique was mainly used to minimize the effects o f any
extraneous or subject ive factors (Donyei, 2007, P.86). Again 7 students were rando mly
selected, given the grammar test and they went away after attending lessons for 17 hours.
Similarly, after reading different stories for 34 hours 8 students took the grammar test. The
remaining 8 students attended the reading class for 68 hours and sat for the test.
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Content-wise, the items in the grammar test, taken by each group, were the same. They
were developed considering the criteria for develo ping good grammar tests for children. The
test comprised the most common test formats for testing grammar: fill in the blanks, mult iplecho ice items (with 2 to 3 distractors), and reordering words to make grammat ically correct
sentences and quest ions (Hughes, 1989). The average number of words in the later type of
test format was 4 just to lessen the difficult y level of the test.
Right after collect ing the test papers, the marks were collected and an evaluat ion on the
correlat ion of the relat ionship o f the variables was made using Pearsons Product Moment
Coefficient of Correlat ion (PPMC), which is the most often used and mo st precise
coefficient of correlation, wit h a statist ical value ranging from -1.0 to +1.0 (High Correlat ion
0 .5 to 1.0 or -0.5 to -1, Medium correlat ion 0.3 to 0.5 or - 0.3 to -0.5, and low correlation 0.1
to 0.3 or -0.1 to -0.3) (Best & Kahn, 2003, P.368). The PPMC (r) could be calculated using
the fo llowing formula.
4. Data Analysis and Discussion

4.1 Results of the Analysis
To observe the correlat ion between reading stories for more hours and grammar intake,
students were given a test after attending reading sessions for limited number o f hours. The
fo llo wing table shows the participants gender, hours they attended and po ints they scored.
Table 1: Gender, Hours Attended and Points Scored
No
Participants
Gender
Hours Attended
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Fi yori
Fana
Amanuel
Meron
Hewan
Biniam
Kalkidan
Matyos
Meron
Mulu
Natnael
Adiam
Yosef
Mahlet
Nejat
Alazar
Tedros
Abdu
Dawit
Samuel
Natnael
Bethlehem
Abi y
Eyob
Meseret
Menkem
F
F
M
F
F
M
F
M
F
F
M
F
M
F
F
M
M
M
M
M
M
F
M
M
F
M
8
8
8
8
8
8
8
8
17
17
17
17
17
17
17
34
34
34
34
34
34
34
34
68
68
68
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Grammar
Test Score
40
30
46
40
48
40
46
22
52
42
44
50
46
62
32
62
62
66
60
64
54
50
60
64
62
58
98

27
28
29
30
31
Filmon
Abel
Nebyat
Selomie
Fana
M
M
F
F
F
68
68
68
68
68

54
70
54
52
68
Table 1 shows the participants gender, number of hours they attended to read stories and the
points they scored. The test had 35 items and each item carried two marks. The exam was
corrected out of 70 and the minimum score was 22 and the maximum was 70. The score, test
takers received, ranged fro m 22 to 70.
Based on the number of hours attended, participants were regrouped into 5 score ranges: 2130, 31-40, 41-50, 51-60, and 61-70.
Table 2: Reading Hours and English Grammar Score
As can be seen in Table 2, the percentages of students who scored between 21 and 30,
31 and 40, and 41 and 50 (after reading stories for 8 hours) were 6.5, 12.9, and 9.7
respectively. The second group of students who attended the reading sessio ns for 17 hours
received scores between 41 and 50 (12.9%), 51 and 60(6.5%), and 61 and 70(3.2%). Students
in the third group got a chance to read stories for 34 hours. These students scored between 51
and 60(9.7%) and between 61 and 70(12.9%). The group that attended the reading sessio ns
for longest hours (68) got between 51 and 61(12.9%) and 61 and 70(12.9%). This reveals that
students grammar score showed an increase as they got exposed to more stories for more
hours.
In the fo llowing graph, the trend of the growth in grammar score and the male-female
associat ion has been shown in percentages.
Figure 1: Grammar Score and Gender in Percentages
As shown in Figure 1, 29% of the participants scored between 61 and 70, 25.8% of
them between 51 and 60, 25.8% of them between 41 and 50, 12.9% of them between 31 and
40 and 6.5% of them between 21 and 30. Clo sely observing the nature of the graph, one can
notice the cont inuous increase in the percentages of group of taste takers who scored better
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result in the test. This leads us to say that the variable, that results in such continuous upward
growth in marks, was due to the added number of hours they were given to read extra stories.
On the other hand, equal percentages o f male and female students (3.2%) were categorized
between the scores of 21 and 30. Larger percentages of female part icipants (9.7) were set in
the second category (31-40) while 9.7% o f males were classified in t his score interval. In the
third category, 16.1% of female students and 9.7% of male students were grouped. In the
fourth and fift h category (51-60 and 61-70), however, male students scored higher marks.
Accordingly, 16.1% of males got between 51 and 61 while 9.7% of females fell into the
fourth category; similarly, 19.4% of bo ys and 9.7% of girls scored between 61 and 70. As we
can understand fro m the graph, the percentages of groups of bo ys showed a continuous fair
increase in marks while the percentages of group of girls, who scored better results grew only
up to some level, and then they showed a decrease. This, as a result, may take us to the
conclusio n that boys benefited more than girls from reading addit io nal stories for more hours.
The descript ive statist ics of the data has been calculated with the help of a software
programme (SPSS 16).
Table 3: Descriptive Statistics
N
Minimum Maximum Mean
Std. Deviat ion
Hours
31
8. 00
68. 00
32. 2258
23. 50987
Scores
31
22. 00
70. 00
51. 6129
11. 75777
Valid N
31
(listwise)
As shown in the above table, the minimum po int scored was 22 and the maximu m
point was 70 out of 70. The mean value o f the test result was 51.6 and the standard deviat ion
() was 11.8. This means that on average, the scores were about 11.8 points away fro m the
average.
The degree of association between the two variables (number of hours and grammar
test score) can be seen in the fo llowing table.
Table 4: A Pearson product-moment correlation (PPMC)
Hours Pearson Correlation
Hours
Test Score
.668**
Sig. (2-tailed)
N
Pearson Correlation
Test
Score Sig. (2-tailed)
. 000
31
.668**
31
1
. 000
N
31
**. Correlation is significant at the 0.01 level (2-tailed).
31
From the PPMC table, it can be seen that the correlat ion coefficient (r) equals 0.668,
indicat ing a strong posit ive relat ionship. Simply put, strength of associat ion between reading
stories and grammar score is very high (r = 0.668). Since the Sig value is less than 0.001 (p <
0.001), there is a significant correlat ion between number of hours spent on reading stories and
grammar test score (grammar intake).
4.2 Discussionof the results
The study aimed at examining whether reading stories, written in English for longer
hours, is related to English grammar intake or not. It attempted to answer two basic
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100
questions: does correlation exist between reading stories and improving grammar intake? If
associat ion exists, of what degree is it between the two variables?
The result of the study showed that there was a correlat ion between reading stories for
many hours and increasing grammar intake. As students get exposed to different carefully
selected reading texts, the probabilit y of grasping grammat ical patterns and structural
format ions increases (Levy, 2008; Co llie and Slater, 1987). Similarly, it is assumed that as
lo ng as they are carefully selected considering students interest and level, stories are
effect ive means o f learning new grammar items. It is po inted out that the only way for
students to acquire grammar is to get exposure to comprehensible input in the target language
in an affect ively non-threatening situat ion, where the input is fine ly tuned to students level
of proficiency (Krashen cited in Long and Dought y 2009, P.524). This implies that teachers
who preferred to use stories to teach grammar should be aware o f their students level o f
understanding and the appropriateness o f the text to their part icular groups. Krashen further
notes that if the input is understood and there is enough o f it, the necessary grammar will
automat ically be acquired (ibid, P.524). In addition, Celce-Murcia and Hills (1988, P.51)
point out that grammar items can be contextualized in stories, forms o f prose, which are
absorbing if they are selected wit h the interest of the class in mind and read wit h a high
degree of energy and invo lvement of students. Based upon the data analys is, it can be
asserted that the the results in this paper are consistent with the studies conducted previously.
Moreover, with reference the degree of relat ionship between reading stories (texts) for more
hours and grammar knowledge, it was observed that the strength of relat ionship between
reading stories and grammar score is very high. Levy (2008) states that what the student
hears and reads ult imately co mes out in his own language. The more reading and discussio n
that the student engages in, the more likely that new words and linguist ic structures will begin
to appear in the student's own writ ing (Levy, 2008, P.1). Similarly, literary texts (i.e. stories)
help students remember new words and grammar points without difficult y (Co llie & Slater,
1987). This depicts that there is a high correlat ion between reading texts for more hours and
increasing grammar input.
4.3 Findings of the Study
It is possible to conclude based on the data analys is and discussio n that for students in
the elementary levels, there is evidence that frequent reading of stories is related to grammar
intake. More specifically, it appears that as the students read stories for more hours, their
grammar intake increases (r = 0.668, n = 31, p < 0.001). Also, the degree of relat ionship
between the two variables is high.
5. Conclusion and Recommendation
It is true that grammar is an essent ial element in the process of language learning. The
knowledge one has about the grammar o f a given language helps them use the language
accurately and meaningfully. The basic attitudinal difference amo ng scho lars in the area of
ELT lies upon the ways grammar instruction is carried out. Currently, the concept of
contextualizing grammar items through stories is getting widespread acceptance. In this
respect, the findings o f this paper reinforce the claims made in the earlier t imes in support of
contextualized grammar instruction to the enhancement of students English grammar intake
(in the Ethiopian context, particularly at Mekelle Universit y Communit y School). Based on
the data analyzed and discussed in this paper, it is possible to conclude that frequent reading
of stories is related to grammar intake. It is found out that there is a high posit ive correlation
between reading stories for lo nger time and grammar score. As Co llie and Slater (1987) state,
grammar - an essent ial element in the process o f language learning - can easily be learned
through reading literary texts such as stories regularly (p.5). Once students see the grammar
points serving the purpose of getting across a body of knowledge and carrying a special
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ISSN: 2308-5460
meaning in literary texts, they beco me more enthusiast ic to read more texts in the future and
use the grammar items precisely in their own writ ings and utterances.
To sum up, as stories o ffer infinite linguist ic as well as personal, socio-cultural,
cognit ive and emotional benefit s for the language learners, their use in ELT classroom has
always been reco mmended by the pundits in the field (Pathan, 2013, P.39). As stories
embody both content and form, they can be essential means of teaching grammar in context.
In this respect, first, material developers should consider the contribut ions of stories after
making a careful select ion, to the enhancement of students grammar intake, and they should
make them part of English textbooks, especially in the elementary levels. Some story writers
use particular grammar elements repeatedly to develop a story line. These kinds of stories
can, therefore, be good components of English textbooks in general and grammar lessons in
particular. Second, teachers should expose their students to various purposefully selected
stories and encourage them to read more often. Besides, we also suggest researchers to
further invest igate if associat ion exists between reading stories or short texts for longer time
and grammar intake in their own context so that an alternat ive methodological procedure can
be designed.
About the Authors:
Yoseph Gebrehiwot Tedla, the principal investigator of the study ho lds MA Degree in
TEFL. He has been offering various courses and participat ing in research studies at Mekelle
Universit y, Ethiopia for ten years. His research interests include language teaching
methodology, language testing, and material development and analys is.
Mekwanent Tilahun Desta ho lds MA Degree in Literature and has been teaching and do ing
research at Mekelle Universit y for the last 6 years. His research interests include st ylist ics
and lit erature as a means to language teaching.
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Works Cited
Brumfit, C. J. & Carter R. A. (ed.). (1986). Literature and Language Teaching. Oxford: Oxford
University Press.
Best, W. J., & Kahn V. J. (2003). Research in Education. Prentice-Hall: India.
Celce-Murcia, M. and Hills, S. (1988). Techniques and Resources in Teaching Grammar. Oxford:
Oxford University Press.
Christy, J. (2000). To Teach or Not to Teach (Grammar )No Longer the Question. Retrieved April
10, 2008.from http://www.glencoe.com/sec/tea chingtoda y/
Collie, J., & Slater, S.(1987). Literature in the Language Classroom. Cambridge: Cambridge
University Press.
Cook, V. (2001). Second Language Learning and Teaching. London: Arnold.
Donyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Harmer, J.(1987). Teaching and Learning Grammar. Longma n: Longman Group UK Limited.
Hornby, A. S. (ed.). (2006). Oxford Advanced Learners Dictionary. Oxford: Oxfor d University
Press.
Hughes, A. (1989). Testing for Language Teacher. Cambridge: Cambridge University Press.
Lazar, G. (1993). Literature and Language Teaching. Cambridge: Cambridge University Press.
Levy, Edward R. (2008). Teaching Grammar Using Literature Retrieved April 20, 2008
from www.phschoo.com
Long, Micha el H. & Doughty Catherine J. (eds). (2009).The Handbook of Language Teaching. West
Essex: Blackwell Publishing Ltd.
McKay, Sandra. (1986). Literature in the ESL Classroom. In Brumfit, C. J. and Carter, R. A.(eds.),
Literature and Language Teaching. Oxford: Oxford University Press.
O'sullivan, Radhika. (1991, October). Literature in the Language Classroom. The English Teacher
Vol. XX. 5-25
Pathan, M. M. (2013). Advantages of Using Short-stories in ELT Classroom and the Libya n EFL
Learners Perceptions towards them for Developing Reading Compr ehension Skill. Arab
World English Journal, 4 (1), 28-41
Pathan, M. M. (2013). The use of Short-Stories in EFL Classroom: Advantages and Implication.
Labyrinth-An International Referred Journal of Postmoder n Studies. 4(2), 21-26
Patricia, Byrd. (1998). Grammar in the for eign language classroom: Making principled
choices. In Burkart, Stovall. Modules for the Professional Preparation of Teaching
Assistants in Foreign Languages. Washington, DC: Center for Applied Linguistics.
Patterson, N. G. (1999). The role of grammar in the language arts curriculum. Retrieved
April 15, 2008 from http://www. npatterson.net/grammar.htm
Petroviz, Walter. (1997, July). The Role of Context in the presentation of grammar. ELT Journal.
Vol51/3 1-15.
Ronnquist, Lilian. (1994, January). The Value of Rea ding Literary Text. ELT Journal. Vol, 48/1.
Stories for Childr en.(2013).Retrieved January 7, 2013 from
http://www.rong- chang.com/childr en/
Widdowson, H.(1978). Teaching Language as Communication. Oxford: Oxford University Press.
APPENDIX A (Sample Stories Students Read)
4. School Starts
It was the first day of school. Pete was in the first grade. He got on the school bus. It was a big yellow
school bus. He did not know the kids on the bus. The kids on the bus did not know him. Many kids
wer e talking. They wer e talking with one a nother. Pete sat in a seat by himself. He sat alone. He
looked out the window. His mom was standing outside the window. He waved goodbye to his mom.
She waved goodbye to him. The bus took off. The bus was going to school. Another boy sat down
next to P ete. He said hello to P ete. P ete said hello to him. The boy's na me was Eddie. He was in the
first grade. He said he was a new student. He didn't know anyone. Pete said he was a new student, too.
He didn't know anyone, either.
6.The Birthday Party
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It was Samrawit's birthday party. She was seven years old. She was born July 18. She was in second
grade. She had ma ny friends. She had friends in school. She had friends at church. She had friends in
swim class. She had friends in dance class. Rahel was her best friend. Rahel and Samrawit did
ever ything together. Samrawit invited all her friends to her party. All her friends ca me to the party. It
was a pool party. The pool party was in her back yard. About 30 kids ca me to her pool party. Ther e
was a lot to eat. They had ha mburgers and hot dogs. They had oranges, apples, and bananas. They had
cake, candy, and marshma llows. They had soda and juice. Ther e was a lot to do. They swa m in the
pool. They dove off the diving board. They floated on the floats. They played many differ ent ga mes.
Everyone had fun. Ever yone had a good time. No one wanted to go home. No one could wait until
Samrawit turned eight.
10. A Letter to Grandpa
She will write a letter to her grandma. She will write a bout her day at school. She will write about her
classmates. She will write about her teacher. She will write about the classroom. She will write about
her school bus. She will write about her school bus driver. She won't write about her pets. She won't
write about her fat black cat. She won't write about her little r ed dog. She won't write about her soft
white rabbit. She won't write about her big brown horse. That's because she doesn't have a big brown
horse. Not yet. S he wants a big brown horse for her birthday. She will write a letter to her daddy about
the horse. She will ask her daddy for a big brown horse. A big brown horse will be a perfect birthday
gift. She will never want another birthda y gift. A horse will ma ke her happy forever. The letter to her
daddy will ask for a horse. Maybe daddy will give her a horse. Then she will write a new letter to her
grandma. She will tell grandma about the new brown horse.
14. The Man in the Moon
She looked at the moon. It was big. It was round. It was white. It was big and r ound and white. It was
much bigger tha n all the stars. The stars were little lights. The moon was a big, bright light. She
looked around. She could see other houses. She could see the sidewa lk. She could see the street. The
moon was bright. It was not as bright as the sun. But it was much brighter than the stars. She looked at
the moon. Her dad said ther e is a ma n in the moon. She looked for the man in the moon. She looked
for his eyes. She looked for his nose. She looked for his mouth. She did not see the ma n in the moon.
APPENDIX B (test)
Name ______________________________________ Grade _________
Part 1: Replace the nouns underlined with the appropriate pronouns.
Example : Sela m is playing in the field. She is playing in the field.
1. Yonas is coming from school. is coming from school.
2. The woman ca me yesterda y. . came yesterday.
3. The old man is hungry. . is hungry.
4. My parents are from Kenya. . are from Kenya.
5. Elsa sings a song. . sings a song.
Part 2: Choose the correct verbs to complete the sentences. (Circle the correct answer)
Example : She gets a book. A) get B) gets
6. Rahwa . a letter.
A) write
B) writes
7. Solomon .. his teacher.
A) asks
B) ask
8. The students a test.
A) take
B) takes
9. My friends me a lot.
A) loves
B) love
10. They table tennis.
A) play
B) plays
Part 3: Reorder the following words to give meaningful sentences.
Example:
my
is
s he
sister
Answer :
She is my sister.
11. running
is
Abel
..
12. book
I
have
a
.
13. like
it
I
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14. a
Yared
watched
TV.
.
15. home
went
she
.
Part 4: Reorder the following words to make questions.
16. you
old
how
are ?
.
17. name
your
what
is ?
18. it
know you do ?
19. she
wher e
is ?
20. they
coming
are ?
Part 5: Put has or have in the blanks.

21. We .. a big house.
22. I ..a small dog.
23. She .a nice bag.
24. Binia m ..a computer.
25. My friend brothers and sisters.
Part 6: Choose the correct answer to fill the blanks. (Circle the correct answer)
26. It . big. A) Is B) are C) has
27. We . students. A) is
B) has C) are
28. I .. reading a book. A) am B) are C) have
29. Simret ..a clever student. A) is B) are C) has
30. I .. a friend A) dont ha ve B) doesnt have C) has
Part 7: Choose the correct answer to fill the blanks. (Circle the correct answer)
31. They .. in the living room. A) sleep
B) to sleep
32. We in the living room.
A) to sleep
B) slept
33. I would like ................................. on the air mattresses.
A) to sleep
B) sleep
34. The girls didn't like next to the boys. A) to sleep
B) slept
35. We don't like .. next to the boys.
A) to sleep
B) slept
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Table of Contents
Sr.
No
1
Paper Title / Author(s) / Country
Pages
Editorial
-Mustafa Mubarak Pathan, Libya
03
A Model for Cognit ive Process of Neologisms Translation
04-19
9
10
11
12
13
14
15
16
17
-Seyed Moha mma d Moghadas and Masoud Sharififar, Iran

Abels Identity Crisis and his Journey to his Native S elf in House Made of
Dawn: A Critical Analysis Perspective
-Irem S eklem, Germany
Diversity vs. Differ ence: A Critical Analysis of Hybridity and Cultural Identity
Crisis in the Novels of Cheikh Ha midou Kane and Chinua Achebe
-Alassane Abdoulaye DIA, Senegal
Exploring the Struggle for Survival and Clashes of Generation Gap and Racial
Pride in Lorraine Hansberrys Raisin in the Sun
-Dr. C. N. Baby Maheswari and Dr. Katyayani Sanga m, Kingdom of Saudi
Arabia
Face Value: The Effect of Ethnicity and Gender on Student Expectations of
English Language Instructors in the UAE
-Nausheen Pasha Zaidi, Amy Holtby, Ernest Afari and David Thomson, UAE
Guidelines for Effective TAP (Translation for Academic Purposes) Tutorial
Courses
-Elha m Yazdanmehr and Sara Shoghi, Iran
Learn and Unlearn: Drama as an Effective Tool in Teaching English Language
and Communication
-Shiba ni Ba nerjee, India
Reading Stories to Enhance English Grammar Intake:Correlational Analysis
-Yoseph Gebr ehiwot Tedla and Mekwanent Tilahun Desta, Ethiopia
School-Aged Childr en and Adult Language Production in an Indonesian TV
Show
-Kisno and Dr. Sangga m Siahaan, M.Hum, Indonesia
Situated Motivation: A Framework for how EFL Learners are Motivated in the
Classroom
-Truong Sa Nguyen, Vietnam
Teaching English Idioms through Mnemonic Devices at SSC Level in Pakistan
Sidra Mahmood, Pakistan
Teaching Unplugged: Applications of Dogme ELT in India
-Sadeqa Ghazal and Dr. Smriti Singh, India
The Usefulness of Translation in Foreign Language Learning: Students Attitudes
-Ana B. Fernndez-Guerra, Spain
The Uses of bahi as a Discourse Marker in Daily Libyan Arabic Conversations
-Kha deja Mujtaba Ahmed, USA
Trauma of War as a Paradigmatic Discourse in Doris Lessings Martha Quest and
A Proper Marriage
-Dr. Deepti Dharma ni and Anu Sheoka nd, India
Trevor Griffithss Comedia ns from Marxist Perspective
-Jayalakshmi B. , India
www.eltsjournal.org
20-30
31-44
45-53
54-68
69-78
79-91
92-105
106-119
120-129
130-140
141-152
153-170
171-181
182-189
190-197

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