Action Research Into Application Of Story-based Approach To English Vocabulary Teaching

Based on Krashen’s input hypothesis,Swain’s output hypothesis and constructivist learning theory,this paper discusses how to apply the "Story-based Approach" to junior high school English vocabulary teaching through action research,so as to improve junior high school students’ vocabulary learning interest and vocabulary learning ability.This action study focuses on two questions:(1)How can story-based approach increase students’ interest in English vocabulary learning?(2)How can story-based approach improve students’ memory and application ability in English vocabulary learning?In this study,90 students from Class A and Class B of the ninth grade of a junior high school in Wuxi were the research subjects.Research tools include teaching logs,questionnaires,classroom observations,and in-depth interviews.The study involved two rounds of action research:the first round covered four stages:asking questions,formulating plans,implementing plans,evaluating and reflecting,that is,identifying problems through questionnaires and in-depth interviews,formulating corresponding plans to implement in Class A,and conducting evaluation and reflection;The second round covered re-questioning,revision of the plan,implementation of the revised plan,re-evaluation and re-reflection,revision of the teaching plan according to the problems found in the previous round of teaching,and re-implementation,evaluation and reflection in class B.There are two main findings of this study:Ficrst,Story-based approach helps to increase students’ interest in vocabulary learning.In this study,the author uses the ninth-grade Unit1 Reading as a model,based on the new words involved in the text,and connects the protagonist’s travels in Beijing and Guilin with new words,adding interest to the classroom.It compares the two classes A and B through questionnaires,interviews,classroom observations and so on.It also overcome the problem of students’ desertion in the way of "immersive learning",and students’ interest in words is significantly improved.Second,story-based approach also improves students’ ability to memorize vocabulary and use it.After using the story-based teaching method,the author conducted two vocabulary tests,and the results showed that students’ ability to use and memorize vocabulary was greatly improved.After commenting on the text and new words,the author also encourages students to share their life travel experiences in small groups using existing new words,so as to develop their vocabulary skills.Some teaching implications of this study:This is effective in the teaching of English vocabulary in junior high schools,which helps to improve students’ interest in English vocabulary learning and English vocabulary performance.Moreover,the application of story teaching method puts forward higher requirements for the classroom management ability of front-line English teachers.In addition,teachers should set up more group cooperation activities,and all students should actively participate in order to increase students’ interest in English learning,so that the story teaching method can be better used in the teaching of English vocabulary in junior high school.This study also has some shortcomings:There are also some shortcomings in this study,including a small sample size,a short experimental period,and insufficient detailed experimental records,which need to be improved in follow-up studies.