A Study On The Application Of Story Teaching Method In Primary School English Vocabulary Teaching

Vocabulary is the most basic material that constitutes a language.It is the basis of learning a language and the premise of other aspects of learning.It always runs through the entire process of learning.Vocabulary teaching is not only the focus of primary school English teaching,but also the difficult point of primary school English learning.However,because students' age is special,it is not easy to remember and use vocabulary.At the same time,this puts forward higher requirements for vocabulary teaching of primary school English teachers.Teachers should research and learn scientific teaching theories and put them into practice in order to maximize teaching efficiency.Story teaching method is a skill-based method that enables students to learn and master the teaching content through the use of story situations.It stimulates students' enthusiasm for learning with interesting stories,and can effectively develop students' thinking and imagination.This study attempts to apply the story teaching method to primary school English vocabulary classroom,and to study and use vocabulary in the context of stories,aiming to improve students' interest in English vocabulary learning and English vocabulary scores.In this experiment,102 students from two classes in the fourth grade of Xiying Road Primary School in Xi'an were chosen as experimental objects,through questionnaires,tests and interviews,and based on Krashen's understandable input hypothesis and constructivism teaching model-Jasper series to apply the story teaching method to the experimental class.After the 14-week experiment,the lexical test scores and questionnaire data were collated and analyzed by using SPSS17.0 data analysis software.The results show that before the experiment,the average vocabulary score of the experimental class was 77.2115 points,and the vocabulary score of the control classwas 77.6500 points.There was no significant difference in the pre-test vocabulary scores of the two classes.This shows that the two classes can carry out the next experimental research;after the experiment,the average vocabulary score of the experimental class was 85.1154 points,the average vocabulary score of the control class was 79.6700 points,and the Sig value after the test was less than 0.05.There was significant difference in test vocabulary score,indicating that the vocabulary scores of students in the experimental class have been significantly improved after the experiment.In addition,a comparative analysis of the pre-test and post-test questionnaires and the results of the interviews show that the experimental class students' interest in vocabulary learning has changed significantly before and after the experiment,and their love of English vocabulary has also improved.In the course of experimental teaching,the experimental class learns vocabulary with stories as the main line.Students are more interested in stories,they are more motivated to take classes and they can use vocabulary by telling stories,performing stories,and discussing stories.Therefore,the application of story teaching method is effective in primary English vocabulary teaching.Story teaching method can help improve students' interest in vocabulary learning and English vocabulary scores.Moreover,the application of story teaching method also puts forward higher requirements for the classroom management ability of front-line English teachers.In addition,teachers should also set up more group cooperation activities,so that all students can participate and improve students' interest in English learning,so that story teaching method in the primary school English vocabulary teaching is better applied.