| To learn a language well,effective learning and acquisition of vocabulary is fundamental and critical importance.Mastering a certain size of vocabulary helps improve students’ ability to listen,speak,read,and write.However,most teachers in secondary schools in China still adopt the traditional English vocabulary teaching model.In China,there are many teachers have realized the usefulness of audio books and picture stories to help students’ English learning.However,how to use them to the best benefit is yet to be explored.Literature searching has indicated that listening-while-reading method in the using of stories is an effective way to assist students’ vocabulary learning.It has a positive impact on students’ performance and interest.In view of the advantages of the method,this paper attempts to apply it in the vocabulary learning of junior high school students and to explore its effectiveness and feasibility.Three questions will be addressed in this thesis:1)What effects does the listening-while-reading story-based teaching method have on the students’ learning of vocabulary in junior high schools?2)Can listening-while-reading story-based teaching method improve students’ competence in vocabulary application?3)What effects does the listening-while-reading story-based teaching method have on students’ interest towards vocabulary learning?The subjects of this action study were 48 students in the class(2),Grade 7 of Nang Cheng Junior High School in Shandong Province.The three-months experiment was described in detail.The story materials,which were suitable to junior high school students,were selected from FLTRP English book,BNUP English book,Oxford English,etc.The duration of the listening of the story is about one to three minutes.Moreover,during the teaching procedures,some accompanying techniques were adopted,such as using gestures,picture explanations or the context to help students learn the target words.Activities were designed for students to practice the target words.In addition,the students’ performance,problems and corresponding measures in each stage were recorded in the form of classroom observation journals.By comparing the results of the pre-test and post-test,the effects were analyzed on students’ vocabulary learning.From the record of students’ classroom performance,the effects of the method on students’ vocabulary application competence were discussed.Through two questionnaire surveys before and after the experiment,the effects of the method on students’ interest towards vocabulary learning were investigated.The experimental results are as follows:1)The listening-while-reading story-based vocabulary teaching method has a significant positive effect on the vocabulary learning of junior high school students,including vocabulary pronunciation,spelling and meaning.2)The listening-while-reading story-based vocabulary teaching method can significantly improve the students’ vocabulary application ability,especially the usage of some important verbs and selection of correct forms of nouns.They can use the important verbs and verb phrases to retell the story correctly and they can distinguish the correct forms of the nouns in different context.3)The listening-while-reading story-based vocabulary teaching method can increase students’ learning interest in English vocabulary. |
