A Study On The Application Of Narrative Approach To English Vocabulary Teaching In Senior High School

As the basis of the language,the vocabulary is an indispensable part of English teaching.But in the traditional English vocabulary teaching,the teachers always choose writing,memorizing and expounding vocabulary mechanically as the teaching mode.For a long time,the vocabulary class becomes very boring.The students can not find the correct and effective learning strategies and then lack confidence for vocabulary learning.Consequently,efficient learning can not be realized.The author tries to apply the Narrative Approach into senior high school English vocabulary teaching through the way of combining the words,phrases,sentences,grammar and other language points together and creating a real vocabulary using situation.Then the students can master and consolidate the learning vocabulary in a living and communicative language environment.The author applied the Narrative Approach to English vocabulary teaching in senior high school and tried to solve the following questions: 1)Could the Narrative Approach stimulate students' interests in vocabulary learning? 2)Could the Narrative Approach increase students' vocabulary and optimize students' vocabulary memory style? 3)What is the relationship between the application of Narrative Approach in senior high school English vocabulary teaching and students' vocabulary application ability?For this purpose,the author chose two Grade Two classes in Xinjiang Vocational Education Center as the experimental subjects and the experiment lasted for four months.During the process of the experiment,one of the two classes is the experimental class and the other is control class.The students of experimental class are taught by Narrative Approach and the students of control class are taught by traditional way.A pre-test was given to all the students in the experimental class and control class.The experimental class began the training of Narrative Approach,which lasted for about four months.At the end of the experiment,in order to gain further information about Narrative Approach,the post-test was given to the students of the two classes.The same questionnaire was handed out twice.The pre-questionnaire is handed out before the test and the post-questionnaire is handed out after the test.The interview was used after the post-test.After the data collection and analysis,the author came to a conclusion that the Narrative Approach could arouse students' interest and optimize their memory styles in vocabulary.The students' vocabulary was enlarged and theirability of applying vocabulary could be improved.The last but the most important advantage to the students was that the interaction of teacher and students has been strengthened.This thesis provides an example for the application of senior high school English vocabulary teaching.Nevertheless,there are many objective factors in the experiment that may cause the slight deviation of the test results,such as the persistence of students' vocabulary memory and cognitive differences.Based on the results,findings and limitation of this study,there are some suggestions for the future research of Narrative Approach are shown in the thesis.