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ning with appropriate language knowledge be addedto the story plot. Thence, the purpose of this study is to explore the application ofstory teaching in primary school English vocabulary teaching, to make a certainsupplement to the theory of learning primary school English vocabulary, and toprovide inspiration for English teachers to teach vocabulary.

At the practice level, story teaching has achieved ideal results in the vocabularyteaching in primary schools. However, few studies have been conducted on theformer’s effect on the latter. Therefore, the purpose of this study is to prove that theapplication of story teaching English vocabulary teaching in primary school canachieve a desirable effect via the learning English in a real teaching case, to teachingdiscuss among teachers .

Chapter Ⅱ Literature Review

2.1 Definition of Key Terms

2.1.1 Story Teaching Method

2.1.1.1 Story

The definition of “story” in the Oxford Advanced learner’s English-ChineseDictionary (the 9th Edition) is: “an account of imaginary or past event; A narrative,tale, or anecdote that is made up or tells of what happened”. In Ci Hai, the annotationis that it is a genre, which describes the process of events simply and easily. Its mainfeature is authenticity, and its particularity lies in its communication.” (2012)

In general, a story is a narrative. When people tell stories, they usually have theirpurpose. There exists a certain special function, a certain truth in the story, or a certainspirit, or an important fact. Storytelling first appeared on the stage of history. It wasadvocated by psychologist Jean Piaget. In the 1990s, British educator Andrew Wrightpointed out that stories are indispensable for children and help children understandand share their world. In 2004, Jayne Moon defined storytelling as “Story is related tolife experience, and it is an intuitive response to human inner emotions”.

2.1.1.2 Story Teaching Method

In class, interesting storylines such as introducing stories, telling stories, andmaking up stories are used to attract students’ attention and activate curiosity. Thiskind of innovative pedagogy is often called “story-teaching mode” and “story-teaching method”, and can also be referred to as the “story-telling method”.

The British historian and educator William Littlewood investigates the Englishlistening level of Chinese students. He thought the story teaching method was moresuitable for the student, and it requires that teachers should blend knowledge in theplot to achieve the emotion goal of teaching. He thought the story teaching methodwas to combine the plot and the teaching content and teaching methods. Teachers canmake the atmosphere in classroom more active by telling stories, role-playing,continuing stories, making up stories, and students’ interaction.（2000）

2.2 Domestic and Foreign Researches on the Application ofStory Teaching Method in Vocabulary Teaching

2.2.1 Foreign Researches on the Application of Story TeachingMethod in Vocabulary Teaching

In foreign countries, British scholars Ellis and Brewster (1991) proposes thestory-teaching method, and they proves that story-telling is exciting and interesting.Not only can stories make readers keep reading, but also inspire them to keep learning.That is to say, learning English through storytelling can a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。