A Research On The Role Of Sandwich Story Methodology In The Primary School Students' English Vocabulary Learning

With the further opening up of China's economy and more frequent exchanges between China and the outside world,the importance of English has become increasingly prominent,and parents and schools are paying more and more attention to students' English learning.However,for English beginners,vocabulary learning is both important and difficult.To solve the problem of learning English vocabulary for beginners,professor Ji Yuhua proposed Sandwich Story Methodology.In short,Sandwich Story Methodology is to embed the English vocabulary to be learned into the interesting stories written in Chinese,so that students can easily understand and learn English words in the process of reading the stories.Compared with the traditional vocabulary teaching method,this method has two characteristics: one is the comprehensibility of words.As the story is written in the mother tongue,students can easily understand the story and guess the meaning of the English words in it;The second is that the materials used are usually interesting.Because the story is written in Chinese,students' English level is not a hinder,and the pursuit of the interest of the material can be maximized.Compared with the traditional primary school vocabulary teaching method,Sandwich Story Methodology can effectively improve students' interest in vocabulary learning,and can promote students' meaningful learning with the logic of the story,so as to achieve better learning effectiveness.This paper selected the students in grade four in a primary school in Tangshan,Hebei as the research objects,respectively using the traditional vocabulary teaching method and Sandwich Story Methodology to teach vocabulary for four months.With the method of tests,questionnaire surveys and interviews,the author explored the role of Sandwich Story Methodology in the primary school English vocabulary teaching,trying to answer the following two questions: First,compared with traditional vocabulary teaching method,whether Sandwich Story Methodology can improve primary school students' English vocabulary learning;Second,compared with the traditional vocabulary teaching method,whether Sandwich Story Methodology can improve students' interest in learning English vocabulary.The main conclusions of this study are as follows: First,compared with the traditional English vocabulary teaching method,Sandwich Story Methodology can effectively improve the English vocabulary learning of primary school students.Second,compared with the traditional English vocabulary teaching method,Sandwich Story Methodology can effectively improve the primary school students' interest in learning English vocabulary.The value of this study lies in: First,in traditional primary school English teaching classes,teachers generally pay insufficient attention to vocabulary teaching,while this paper emphasizes the importance of vocabulary teaching in primary school English teaching.Second,in traditional classrooms,the method of teachers to teach vocabulary is generally simple,and the effectiveness of vocabulary learning and interest stimulation is slightly insufficient.While Sandwich Story Methodology provides a new idea for primary school English vocabulary teaching.