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The author found that the relevant literature at home and abroad about teaching method began 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 large volume 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

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