An Application Of Story-based Approach To Junior Middle School English Teaching

English is an important subject in the curriculum of elementary education.However,it is not easy to learn or to teach English.Due to the lack of the language knowledge and skills,the outcome of students' learning English is rather unsatisfactory.As a teaching method,the Story-based Approach arouses the researchers' and teachers' interest.It is based on the“Schema Theory'' and Vygotsky's ‘‘The Zone of Proximal Development.'' The teaching method can provide some timely and appropriately assistance for those learners who are blocked by some difficulties in English learning and encourages the learners finish the task successfully.The Story-based Approach,being proved as one of the effective teaching method by many researchers,is widely applied in teaching.This paper mainly discusses whether the Story-based Approach can arouse students' interest in English learning and improve the effect of English teaching in middle schools.In order to validate this study,the author chooses two classes with similar levels as the experimental subjects.One of the classes is the experimental group and the other is the comparative group.The students in the experimental class were taught by the Storybased Approach,while those in the comparative class were taught with the teaching method used by other teachers.At the beginning of the study,the pre-questionnaire and pre-test were given to the two classes to find the students' current attitude to English learning.After half years' experiment,two classes were post-tested and the postquestionnaire was given in the experimental class to testify whether the Story-based Approach is helpful for middle school students to learn English.Through the experiment a conclusion is drawn that Story-based Approach not only plays an important role in improving students' interest in English learning,but also can help students have higher scores in learning.