Using Mystery Stories
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Article Title Using Mystery Stories in the Language Classroom Author Eric J Pollock Abstract Everyone loves a mystery. Mystery stories provide interesting and enjoyable material in the language classroom (Krashen 1982, Gold 1983, Somers and Worthington 1979). They provide rich environments for the productive and receptive skills of listening, speaking, reading and writing (Johnson and Louis 1987). Mystery stories also provide useful sources of practice and reinforcement in the areas of critical thinking and deductive reasoning (Raths et al. 1967). This paper explores the ways that mystery stories can be successfully utilized to improve language proficiency and linguistic ability. Background Howard Haycraft states in his introduction to A Treasury of Great Mysteries, . . . people read mystery stories for a diversity of reasons. Some, for the intellectual challenge of the puzzles they present, others for the vicarious pleasure of the chase. Others believe . . . that the vast popularity of the g enre lies in the fact that, in a disorderly world, it represents one of the few fixed points of order and morality, where justice may be counted on to emerge triumphant. It is these reasons that make the mystery story a very powerful tool in the teacher's arsenal of activities. Whether you are using a 1 minute mystery story to give the class something to
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