Telling stories and telling about experiences is a part of human culture and has existed since time immemorial. It is in the nature of human beings to tell, because through this we can convey our feelings, concerns and share joy or sadness with others. Therefore, there is also a need to include reading stories and similar texts as much as possible into the school context.
The aim of this master thesis is to determine the extent to which the narrative elements are represented in selected textbooks for German as a foreign language lessons. The following research questions are asked: “To what extent do the tasks in the selected textbooks promote narrative skills in the learners?” And “To what extent narrative elements in the form of fairy tales and stories in the selected textbooks are to be found?"
In order to find answers to these questions, the selected textbooks were examined using the descriptive method. Specifically, research was carried out into the selected narrative impulses and tasks that promote narrative skills.
The answers showed that there are many tasks in the textbooks that motivate the learners to speak, but there is a lack of narrative elements in the form of stories and fairy tales. Therefore, based on fairy tales and stories, two didactic lessons were suggested for use in GFL lessons.
It would be of great interest to research further textbooks for higher language levels on specific narrative elements and narrative impulses and to give example how to include them into the lessons.
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