The Application Of Narrative In Senior High School Vocabulary Teaching

It is well-known that vocabulary teaching is an important part in English teaching procedures. A lot of new vocabulary teaching approaches were applied one after another, but the efficiency of English learners in studying vocabulary was not improved further. Most students still have fallen into rote learning. In recent years, in order to make students grasp and use vocabulary better, increased attention has been paid to teaching vocabulary by applying direct vocabulary teaching method. So, this paper applies direct vocabulary teaching method as the main method according to narrative inquiry. And from the perspective of teaching practice, the paper proposes that the narrative inquiry be taken to instruct senior middle school vocabulary teaching.Starting from the importance of vocabulary teaching and literature review, the thesis introduces present vocabulary teaching situation and then detailedly introduces narrative inquiry theory. This paper first discusses the feasibility of applying narrative inquiry into vocabulary teaching theoretically. Then experiment was carried out in order to testify the validity of applying narrative inquiry theory into vocabulary teaching. The author focuses on a detailed illustration about how the narrative teaching method is used in senior middle school English vocabulary teaching. In order to testify that narrative teaching method can help senior middle school students enhance their ability to learn both in the vocabulary and the English level, a teaching experiment is carried out, in which the narrative vocabulary teaching method is adopted in the experimental class (EC) while the traditional vocabulary teaching method excluding narrative vocabulary teaching method in the control class (CC). For the data of the pretest and the posttest in the experiment, an independent sample T-test was conducted by applying SPSS. And the independent sample T-test showed that before the experiment there was no significant difference between the EC and the CC, while after the experiment, the results of the independent samples t-test, reveal different. The thesis fully proves that narrative vocabulary teaching method in senior middle school English improves vocabulary acquisition and the entire English proficiency to some extent, which is assumed to shed some implications on senior middle school English vocabulary teaching. At the same time, it should provide some suggestions for future research. It is no question that this thesis is only an attempt to make research of applying narrative theory to senior middle school English vocabulary teaching and is open to be discussed and improved.