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Developing English Teaching-Learning Method through the Integrated Use of Folktales and Parodies Hae-Ri Kim (Seoul National University of Education) The aim of this paper is to develop English teaching-learning method through the integrated use of folktales and parodies which are familiar to both language learners and teachers. Two tasks—texts selection and analysis for the integrated use of folktales and parodies, and developing teaching-learning method for the use of the selected texts—were set up to accomplish the purpose of this study. The results of the study emerged in two steps. First, The Three Little Pigs and its parodies—The Three Little Wolves and the Big Bad Pig, The True Story of the Three Little Pigs and The Three Pigs were selected and analyzed for the next step. Then teaching-learning methods for English learners were developed. For example, the study suggested how to develop oral language skills through the storytelling technique, how to integrate four language skills through the use of the selected folktale, The Three Little Pigs, and its parodies, how to use stories to integrate content and language for real communication, and how to develop critical thinking and extend imagination using literary elements of folktales and parodies. Based on the results, the study suggests teachers to apply methods and techniques to other stories and context in the teaching of English in EFL settings.