The purpose of this study is to investigate the storytelling performance of Korean elementary school students by using the framework of narrative assessment profile (Bliss, McCabe, & Miranda, 1998). Story samples were collected from ten six-grade students during the English storytelling class. The English storytelling class consisted of mini lesson, storytelling activity, storytelling practice and self-assessment. Every class student was asked to practice storytelling in performing three tasks: picture book, family photo, and story stem. In this study, family photo storytelling samples were used to investigate. They were analyzed from six dimensions: topic maintenance, event sequencing, explicitness, referencing, conjunctive cohesion and fluency. From the diagnostic profile of strengths and weaknesses, five types of storytelling performance were presented. The implications for classroom practice and assessment were discussed.

Ⅰ. 서론
Ⅱ. 스토리텔링과 영어말하기 학습
Ⅲ. 연구 방법
Ⅳ. 스토리텔링 샘플 분석 결과
Ⅴ. 결론
참고문헌
부록: 스토리텔링 샘플 전사자료

• 김금선(중앙대학교) | Kim Keum-Sun
• 신동일( 중앙대학교) | 신동일