Research On The Application Of Story Teaching Method In Primary School English Vocabulary Teaching From A Multimodal Perspective

According to the English Curriculum Standards for Compulsory Education(2022),students are expected to meet Level 2 academic quality requirements at the end of primary school.The importance of vocabulary as the foundation of language learning is self-evident.Previous research on English vocabulary competence has found that students’ receptive English vocabulary competence tend to be higher than their productive English vocabulary competence and that there is a stagnation in their productive English vocabulary competence s during the learning process.Based on this,this study integrates the story teaching method based on multimodal theory.69 students from a primary school in Chifeng were selected as the subjects for the experimental study,the experimental class adopted the story teaching method from a multimodal perspective for vocabulary instruction and the control class followed the previous teaching method to teach English vocabulary.Data were collected through tests,questionnaires and interviews,with the aim of answering the following research questions:1.What is the impact of the story teaching method from multimodal perspective on primary school students’ productive vocabulary competence?2.What is the impact of the story teaching method from a multimodal perspective on primary school students’ attitudes towards learning English vocabulary?Results showed that: 1.the application of story teaching method from a multimodal perspective in English vocabulary classrooms can improve primary school students’ productive vocabulary competence.At the end of the experiment,the students in the experimental class were able to use the target vocabulary correctly based on the context.2.the application of story teaching method from a multimodal perspective in English vocabulary classrooms can improve primary school students’ attitudes towards English vocabulary learning,and students’ initiative toward English vocabulary learning is improved and their self-confidence in learning is enhanced.This is influencing the students’ English vocabulary learning outcome.Finally,based on the findings of the study,the author makes suggestions on how to use the story teaching method from a multimodal perspective and discusses the limitations of the study and suggestions for future research.Although there are some limitations in this study,it is still expected to provide some theoretical and practical experience for future research on English vocabulary teaching.