Abstract

In the process of internship, the author finds that the Story Teaching Method has great attraction for children according to the actual classroom observation. This study chooses the students as the research object from Grade 6 at an elementary school in Pingyu, Henan. This research lasts for 2 months.

The main theoretical basis is the Whole Language Approach and Language Input Hypothesis Theory. Study mainly discusses the two research questions: First, by the story teaching method, can students' interest in reading English book be improved? Second, how teachers apply the Story Teaching Method more effectively? In this study, by using classroom observation, interviews and other research methods, how the Story Teaching Method applied is discussed.

The research results show that the use of Story Teaching Method can gradually improve the students' interest in English books reading, according to the results of interviews with students in EC, as well as the recordings of the numbers of borrowed books from the reading corner. And through the interviews with teachers, the author summarizes several principles for the second research questions. What’s more, due to the limitations of investigation, some aspects still remain to be improved.

Key words: Story Teaching Method;  English reading;  the improvement of efficiency

Contents

Abstract

摘要

1.-Introduction-1

1.1 Research Background-1

1.2 Purpose and Significance of Study-2

1.3 Outline of Study-2

2.-Literature Review-4

2.1 The Definition of Story Teaching Method-4

2.2 The Meanings of Story Teaching Method in English Teaching in Primary School-5

2.3 The Theoretical Basis of Story Teaching Method-6

2.3.1 Whole Language Approach-6

2.3.2 Language Input Hypothesis Theory-6

2.4 Studies of Story Teaching Method Abroad and at Home-7

2.4.1 Studies of Story Teaching Method Abroad-8

2.4.2 Studies of Story Teaching Method at Home-9

3.-Research Methodology-11

3.1 Research Questions-11

3.2 Subjects-11

3.3 Instruments-11

3.3.1 Recording the Numbers of Borrowed English Books-12

3.3.2 Interview-12

3.4 Procedure-12

3.5 The English Teaching Design-12

3.5.1 The Steps of the Story Teaching Method Implementation-13

3.5.2 One Model Lesson for EC-13

4.-Data Analysis and Discussion-17

4.1 The Recordings of the Borrowed English Books-17

4.2 The Analysis of Interview in EC-17

4.3 The Analysis and Discussion of Interviews with Teachers-19

5.-Conclusion-22

5.1 Major Findings of the Present Study-22

5.2 Implications-22

5.3 Limitations-23

5.4 Suggestions for the Further Research-24

References-25