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ofdealing with vocabulary is simple, mechanical reciting. Until the 1970 s, linguists began torealize the importance of vocabulary teaching. In the late 1970 s, the status of vocabularyteaching has greatly improved. Since the eighties, studies of vocabulary teaching are countless.However, the overall academic research abroad on China's high school English vocabularyteaching is few.With the improvement of vocabulary teaching’s importance, the vocabulary teachingapproaches and methods are researched by scholars. The direct method was first developed in the United States in the late 1880s. It wasdeveloped as a reaction against the Grammar-Translation Method and meet the need for betterlanguage learning in a new world of industry and international trade and travel. The guidingprinciple of this method was to teach second language in the way people acquire their nativelanguage, translation or native language being forbidden in the teaching process. Under thisteaching principle, vocabulary was taught by explaining new words with related objects,pictures and demonstration. This method did help to improve students’ language sense andtheir applicative competence, especially in listening and speaking.However, the weakness in this method is that the complex or abstract ideas can not betaught easily. So the vocabulary would be limited to daily vocabulary, and would do little tohelp enlarge students’ vocabulary.
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2.2 Review of Narrative Approach
So far, experts and scholars have already studied a lot of English vocabulary teachingmethods, but the shortcomings are not been ignored. Compared with other teaching methods,narrative approach has obvious advantages. Therefore the author links vocabulary teachingwith it and try solving the difficult problems in high school English vocabulary teaching. Since the summer of 2009, professor Xiong and Deng began to design narrativeapproach. Narrative Approach is an idea about language teaching, proposes a narrativizedmethod in foreign language teaching which means that a specific teaching process andtextbook (a text or one material, a language point, a grammatical or language teaching item)are designed and presented in the form of narrative to create a real situation or possible world.Narrative approach make students farthest devoted to the situation constructed throughnarration and adequately exert their mental abilities, such as of language, emotion,imagination, creation, etc ． (Xiong,2010)Acquiring language in the cognitive activitiesintegrated with real-life and art is the purpose．Meanwhile, narrative Approach also refers to ateaching method and covers all kinds of specific teaching techniques. It integrates the factorsof ‘approach’, ‘method’ and ‘technique’．
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Chapter Three Research Design ........  15
3.1 Research Question........  15
3.2. Subjects .....  15
3.3. Instruments ......  15
3.3.1 Questionnaire .....  15
3.3.2 Pretest and Posttest ......  15
3.3.3 Interview.......  16
3.4 The Teaching Case .......  16
Chapter Four Data Analysis and Discussion ......  19
4.1 The Discussion of the Questionnaire .........  19
4.2 The Discussion of Test.......  19
4.3 The Analysis and Discussion of Experiment Results.........  23
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