Application Of The Storytelling Approach To English Vocabulary Teaching In Primary School

English vocabulary is an essential element of the basic knowledge in English language,it is the foundation of English Language learning.Therefore,vocabulary teaching has an extremely important place in English classroom teaching.Besides,English Curriculum Standard for Compulsory Education(published in 2011)come up with a bit higher requirement for English vocabulary teaching.However,although many teachers try to use different teaching methods to improve the effectiveness of vocabulary teaching in primary school,students’ performance on English vocabulary is not good enough,which shows that there are still some problems in English vocabulary teaching.Storytelling approach emphasizes on making story as the main teaching materials,which organizes and designs English teaching with main procedures including the collection and selection of story,the presentation of story and the analysis and evaluation of story,etc..The storytelling approach is very popular,because it simplifies the complex points into simple ways and combines teaching with entertainment.The previous studies have showed that storytelling approach is suitable to the classroom teaching in primary schools,and it conforms to the development of primary school students’ cognition.Based on Krashen’s Input Hypothesis and Swain’s Output Hypothesis,the thesis explores the application of storytelling approach to English vocabulary teaching and the effectiveness on it,trying to answer the following two research questions:1.Can the application of Storytelling Approach to English vocabulary teaching in primary school improve pupils’ English vocabulary achievements?2.What are the students’ attitudes in experimental class towards Storytelling Approach in vocabulary teaching?The author selects two classes(class 5 and 6)in the fourth grade from Kuche No.10 primary school as the participants,randomly determined Class 5 as experimental class and Class 6 as control class.There are 40 students as participants in both the experimental class and control class,and making sure that the subjects in both classes are almost same in vocabulary knowledge by pretest.In the whole experimental process,the author employsdifferent teaching methods to teach the same teaching materials,which means the experimental class adopts storytelling approach while the control class adopts the game teaching method.And the experiment lasts for 8 weeks.After finishing the experiment,the author collects the experimental date and analyzes it by SPSS.The results of the study show that the storytelling approach certainly facilitates the vocabulary teaching in primary school.The results of questionnaire and interview indicate that the experimental class students hold positive attitudes toward the application of storytelling approach to English vocabulary teaching.The majority of the students not only accept and support the storytelling approach,but also have a strong interest in English learning.Meanwhile,the results of vocabulary test prove that storytelling approach can improve primary school student’s vocabulary achievements.Finally,based on the results of the study,the author comes up with some implications on English vocabulary teaching in primary school.Because of various factors,there are still some limitations in the thesis,which need the author and other researchers to work out.