On Application Of Narrative Approach In Comprehensive English Classroom Teaching From The Perspective Of Communication

As one of the most important compulsory courses for English majors, Comprehensive English, with the main purpose of cultivating and improving student’s ability to use English, is a course training students’language skills. In fact, classroom teaching, also called classroom communication, is an essential branch of communication. Though there have been some research on classroom communication, the research on the application of narrative approach in classroom teaching is still very limited. This thesis is trying to analyze the application of Narrative Approach in Comprehensive English classes from communication perspective.The thesis puts forward the following research questions:1) What are the characteristics of the teaching methods preferred by students?2) What functions does Narrative Approach have when it is adopted in Comprehensive English classes in independent colleges?3) Is the classroom communication information optimized when Narrative Approach is adopted in Comprehensive English classes in Independent colleges?4) Compared with the traditional teaching method, is Narrative Approach applicative for teachers to have Comprehensive English classes in Independent colleges?The research object of this thesis is the Comprehensive English classroom teaching of Grade Three in Lijiang College. It makes a comparative study between the different teaching methods of two Comprehensive English teachers. One teacher is good at adopting Narrative Approach in his teaching and the other one prefers adopting the traditional teaching method to have Comprehensive English. The former has classes mainly by telling his stories or experiences and others’ with the purpose to make students master the learning method and understand the connotative principles or meanings so as to cultivate students’ personality and comprehensive quality. The latter has classes mainly by explaining the text or the language points in the text with the purpose to strengthen the grammar training on students. The author goes into the Comprehensive English classes of these two teachers and observes the teaching methods of these two teachers and the students’ reaction to their teaching. The author also conducts interviews with these two teachers and the students in the classes observed. Besides, the author makes a questionnaire survey among the students in these two teachers’ classes, but they are randomly chosen. At last, the author analyzes the data of the questionnaire, observation and interview and collects some most typical cases of Narrative Approach.The study can reach a conclusion that, compared with the traditional teaching method, Narrative Approach is more popular among students and it accords with the characteristics of the teaching methods preferred by students. It can make the classroom communication more effective for it can bring more opportunities for the teacher and students to communicate and interact with each other. It can make the abstract to be vivid, make the class to be more enlightening, enhance students’ logical thinking, expand students’ thinking space, and develop students’ overall quality. The classroom communication information is optimized by adopting Narrative Approach for the teacher compares and selects the most useful and helpful information for students’ development. Narrative Approach is applicative in Comprehensive English classes in independent colleges for it creates more opportunities for students to talk and pays much attention to the communication between the teacher and students and among students.