本文是一篇英语论文，本研究取得了较为满意的结果，收集了更多有价值的资料，但也有一定的局限性。鉴于其局限性，笔者提出了两条研究建议。
Chapter One Introduction
1.1 Research Background
With the rapid development of China’s economy and culture,English as acommunicative language has become indispensable in life.The new curriculum reform hasalso placed more and more demands on English classroom teaching.If we compare thelearning of English to the construction of a house,then vocabulary is the foundation,and onlywhen the foundation is well laid and secure can English learning be carried out effectively.This shows the importance of English vocabulary in language learning.
英语论文怎么写
For Chinese students,English is a foreign language and students use it less frequently intheir daily lives,which makes it much more difficult for them to understand words.While it iscertainly difficult to change the environment in which students live.English teachers can takefull advantage of their initiative to create specific language environments to help studentslearn during the teaching process.English classes are the main place of learning for mostChinese students.However,it is understood that current secondary school students areresistant to memorize English vocabulary,and according to the author’s survey,a single-styleteaching method is found to be boring and inefficient.Students rely on the vocabulary list inthe textbook and read,spell,read...over and over again.Not only do they fail to remember thewords,but their interest in learning them is also worn out by the endless repetition of reading.Therefore,in order to improve the efficiency of vocabulary teaching,it is extremely importantto choose an appropriate and effective method of teaching English vocabulary.
..............................
1.2 Research Purpose and Significance
In the process of learning English,junior high school students generally have a lowinterest in memorization,resulting in a poor foundation for English learning,which has anegative impact on reading comprehension and writing scores,thus failing to improve Englishperformance.To address the root of the problem,expanding vocabulary is of paramountimportance.Therefore,this study focuses on understanding and analyzing the current Englishvocabulary mastery of junior high school students,and tries to analyse whether theapplication of the story teaching method can really help junior high school students toimprove their word memorization efficiency and thus their interest and performance inlearning vocabulary.
At the theoretical level:teachers will focus on vocabulary teaching in the process ofteaching English in junior secondary school.In order to help students to develop accurateknowledge and understanding of English vocabulary content,it is important that teacherscontinue to motivate students and develop recognition of English vocabulary learning in thecourse of their practical teaching.Here,teachers use story teaching method to providestudents with sufficient space to learn and to recognize the value and significance of theEnglish content.Through effective story teaching interactions,teachers stimulate students’desire to engage in vocabulary memorization.In this way,the teacher allows students to findtheir own growing world and value in the process of learning English vocabulary through abenign form of teacher-student communication.
...................................
Chapter Two Literature Review
2.1 Previous Studies on Story Teaching Method
The author found that the relevant literature at home and abroad about teaching methodbegan mainly in the late 20th century,from which point onwards,researchers in the educationsector began to explore the story teaching method and made remarkable contributions to itsdevelopment.
2.1.1 Previous Studies on Story Teaching Method Abroad
The story teaching method was put forward in 1991 by English scholars Ellis andBrewster,who demonstrated that the story approach to vocabulary is motivating andinteresting.Stories not only promote the reader’s desire to continue reading,but also motivatethem to continue learning.In other words,learning English through the story teaching methodwill achieve more desirable results.
British educator Andrew Wright(1995)applied it to teaching English in Hungary.In hispublished work,he noted that stories are children’s friends,that children share their inner worldthrough storytelling.The story teaching method has the unique ability to engage students aslisteners or storytellers,and thus as self-interactors.He believes that the story teaching methodis an effective approach and has put it into practice in India with great success.
American scholar Roger(2012)proposed a story-centred curriculum.They askedstudents to work independently through the course in an authentic context.They argued thatthe curriculum was heavier than reality.This was the first time about the integration of storyteaching pedagogy and classroom practice.
........................
2.2 Previous Studies on Vocabulary Teaching
As the cornerstone of learning,the learning of English vocabulary is the brick that formsthe fortress of English learning,and its effective construction holds the entire framework ofEnglish knowledge in check.As a result,most teachers in junior and senior secondary schoolsmake vocabulary learning a priority and spend a lot of time on it.However,the lack of a largevolume of vocabulary in a short period of time and the absence of the necessary languageenvironment result in ineffective vocabulary learning.Furthermore,the single method ofteaching,combined with the dryness of the relevant grammatical knowledge,has perpetuatedthe traditional pattern of vocabulary learning,and both students and teachers are in need ofefficient and innovative methods to change the understanding and memorization ofvocabulary.
2.2.1 Previous Studies on Vocabulary Teaching Abroad
As language teaching has continued to develop,so has research on vocabulary teachingabroad.In the early 19th century,it was common to use translation as a method of teachingwords.Teachers implemented translation as a teaching method and for teaching purposes,focusing on the correspondence between the target language and the mother tongue,ratherthan on pronunciation structure and communication.At the end of the 19th century,the use ofthe mother tongue and translation was no longer promoted as a method of teaching.Instead,teachers began to use the direct method of teaching vocabulary to students,explaining newwords directly in the target language,but this method of teaching was suitable for studentswith a certain vocabulary.
...........................
Chapter Three Theoretical Foundation.................................19
3.1 Constructivist Theory............................19
3.2 Input Theory......................................20
3.3 Output Theory..........................................22
Chapter Four Research Design..........................25
4.1 Research Hypotheses........................................25
4.2 Research Subjects................................25
4.3 Research Instruments......................................26
Chapter Five Data Analysis and Discussion............................45
5.1 Analysis of the Results of Questionnaires..............................45
5.1.1 Analysis of Questionnaire Before the Experiment in EC and CC.....................45
5.1.2 Analysis of Questionnaire Before and After the Experiment in EC..................50
Chapter Five Data Analysis and Discussion
5.1 Analysis of the Results of Questionnaires
This chapter is a survey and statistics on students’interest in memorizing Englishvocabulary through the survey of 142 students in Class 3 and Class 4,Grade 8 of Nanyang No.13 Junior High School,the experimental class of this study.142 questionnaires weredistributed and 142 valid questionnaires were returned.The aim is to analyse the effect of thestory teaching method on junior high school students’interest in English vocabulary learning.
5.1.1 Analysis of Questionnaire Before the Experiment in EC and CC
1.Students’interest in learning vocabulary
Questions 1-4 aim to understand students’interest in memorizing English vocabulary
Q1:The process of memorizing words is interesting to me.Q2:Learning English words is easy for me.Q3:I think a certain amount of vocabulary is necessary to learn English well.Q4:I have the habit of memorizing English words every day.
英语论文参考
...............................
Chapter Six Conclusion
6.1 Major Findings
Through the implementation of vocabulary tests,questionnaires,interviews and teachingexperiments with students in Classes 3 and 4 of Grade 8 in Nanyang No.13 Middle School,two research findings emerged from this study.
Firstly,the story teaching method helps to increase students’interest in learning Englishvocabulary.The atmosphere in an English classroom using the story teaching method is moreactive.During storytelling,students are exposed to comprehensible input and are morefocused,anticipating how the story will develop next,thus arousing their curiosity;whenstudents are role-playing,they are emotionally excited,actively presenting themselves andeager for recognition.Students open themselves up,enjoy the class and interact effectivelywith the teacher.And they are willing to use their initiative to create stories based onvocabulary,so the use of the story teaching method helps to increase students'interest invocabulary learning.
Secondly,the story teaching method effectively improves the efficiency of students inthe experimental class in memorizing vocabulary.Students no longer recite words in isolation,but link a series of words and their usage through stories,and this way of recitation bringsstudents a sense of achievement in a sense while improving the efficiency of wordmemorization,and students’motivation to memorize words has improved significantly,forming a virtuous circle.
reference(omitted)