故事主题英语教学法在小学英语语法教学中的应用 71页

独创声明本人郑重声明：所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果，学位论文的知识产权属于山西师范大学。除了文中特别加以标注的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得山西师范大学或其他教育机构的学位或证书使用过的材料。本声明的法律后果将完全由本人承担。作者签名：t霉同棣签字日期：7口／弓。歹．加学位论文版权使用授权书本学位论文作者完全了解山西师范大学有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权山西师范大学可以将学位论文的全部或部分内容编入有关数据库进行网络出版，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。(保密的学位论文在解密后适用本授权书)。作者签名：调凰椽签字日期：劢／弓．f+加导师签字签字日期：砂"．z)-．／p Major：ForeignLinguisticsandAppliedLinguisticsName：TanGuodongSu|’—’1JianfengSuoervlsor：ZhengJlantengSignature：AbstractGrammarplaysanimportantroleinimprovinglanguageskills．Howeveritisseverelydebatedthatwhethergrammarshouldbetaughtinprimarysch001．SomebodythinkstheteachingcontentinprimaryschoolisjusttocommunicateinsimpleoralEnglish，SOitisunnecessarytoteachgrammarinprimarysch001．Whilethegrammarisregardedasoneoftheprominentcommunicativefactors，SOitisrequiredtoteachgrammartoimprovethestudents’skills．Howtoteachgrammareffectivelyinprimaryschoolshouldbediscussedgreatly．Thetraditionalgrammarteachingsarenotsuitableforprimarystudents．Theyarebeyondtheirunderstanding．Thestudents’cognitiveandpsychologicalcharacteristicsshouldbeconsideredtoteachergrammarinprimarysch001．Themainpurposeofteachinggrammaristoimprovestudents’languageskillsandthinkingability．Thestory-thememethodteachesgrammarinthecontext。Andthroughthelistening，reading，speaking，role—playingandmakingupthestory,thestudents’canusethelanguageinameaningfulway．Itcanalsoattractthestudents’attentionaccordingtotheirpsychologicalcharacters．Meanwhile，thismethodiswellknownasstudents．centeredandthestudentsconstructthegrammarrulesbythemselves．Itplaysanimportantroleindevelopingtheirinterestsaswellasusingthelanguageprobably．Basedontheanalysisofthedomesticandforeignliterature，theauthormakesasurveyabouttheeffectivenessofusingthestory·themeteachingmethodtoimprovethegrammarteachingofprimarysch001．Theauthorintroducestheexperimentresearchindetailsinwhichthestory。themeteachingmethodisusedtoteachstudentsofGradeFiveinaprimaryschoolofLinfen．Thispapermainlyfocusesonthespecificmodeofthestory-themeteachingmethodappliedtogrammarteaching，andpresentstheactualteachingcasesintheexperiment，and枷1塔舢伊眦删剐匝删毹{i㈣删噶㈣黧㈣Ⅵ嘲l一{垦I|}一m一巧一时d一蚵m—S拶i池一：薹 山西师范大学学位论文makesatlanalysisstepbystepontheeffectivenessofapplyingthestoryteachingmethodtothespecificteaching．Inthispaper,theauthordoesapre-testandpost-testtotheexperimentalclassandthecontrolclassrespectively．Duringtheteachingprocess，thecontrolclassistaughtbythetraditionalGrammar-TranslationMethodwhiletheexperimentalclassistaughtbythestory-thememethod．Throughthecomparativeanalysisofthedatafromthetestandquestionnaire，itprovesthatthestory-themeteachingmethodisbetterthanthetraditionaltranslationmethodinstimulatingthestudents’leamingenthusiasmandinterest，reducingthedifficultyinlearninggrammarandimprovingstudents’gradesSOastoachieveabetterteachingeffect．[KeyWords]primarygrammarteaching；story—themeteaching；teachingpattern[TypeofThesis]Application 摘要论文题目：故事主题英语教学法在小学英语语法教学中的应用专业：外国语言学及应用语言学硕士生：谭国栋签名：指导教师：郑建凤签名：语法是语言知识的重要组成部分之一，但是否应该在小学进行语法教学一直是备受争议的问题。从小学教学内容来看，只要会简单的日常川语或对话就完成教学目标，所以语法教学是可以被忽略的。但是语法能力作为交际能力的最重要内容之一，很有必要在在小学开展语法教学。而如何进行有效的语法教学一直是小学英语教学的难题，传统的把语法作为僵化规则米教授的语法翻泽法对小学生来说是不太合适的。小学英语语法的教授应遵循学生的认知规律和心理特点，采取有效的教学方法培养学生的语言能力和思维能力。故事主题法语法教学是让学生在自然的故事情境中听、说、读、演、再次创编的过程当中自然而然的运用有意义的语法规则，并且从小学生的学习兴趣和认知水平来讲，故事教学符合学生的心理和认知特点。故事教学法注重以学生为中心并让学生主动参与知识的构建，它在培养学生学习语法的兴趣和使用语言的结构、功能及意义上起着重要的作用。本文在分析总结国内外文献的基础上，就如何运用故事教学法提高小学语法教学的有效性进行探讨，本文详细介绍将此教学法运用于临汾市某小学五年级英语教学的实验研究。本文重点讨论了故事教学法运用到具体语法教学中的模式，并展示了实验中的实际教学案例，将故事教学法运川到具体教学法中的效果进行了逐步分析。本文对实验班和控制班进行了前测和后测分析，在这为；}{}j一学期的教学实验中，对控制班进行传统的语法翻译教学，实验班则采取故事主题语法教学。通过实验对故事主题教学法的英语语法教学和传统的语法教学进行了对比并对实验进行问卷调查雨I数据的结果分析，‘证明故事教学法比传统的翻译法更能激发小学生学习的热情和兴趣、降低语法的学习难度、提高学生的学习成绩，从而取得良好的教学效果。【关键词】小学语法教学；故事教学法；故事教学法模式【论文类型】应用型 山西师范大学学位论文 乃6lesTablesTable1Dataonpre—testofgrammarabilityTable2IndependentSamplesT-TestTable3Dataoncomparisonofpre--testandpost．．testTable4IndependentSamplesTestTable5PairedSamplesT-TestTable6DatafromquestionnaireinECTable7TheparametercomparisonofclassactivitiesinbothclassesTable8ThecomparisonofhandsuptimesinbothclassesV 山西师范大学学位论文 AbbreviationsECCCCLTexperimentalclasscontrolclasscommunicativelanguageteaching 山西师范大学学位论文 ContentsContentsAbstractinEnglish．．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．iAbstractinChinese．．．．．．．．．．．．．．．．．．．⋯．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．iiiTables．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．VAbbreviations．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．vii1．Introduction．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．11．1BackgroundoftheResearch．．．．．⋯．．．．⋯．．．．⋯⋯．．．．，．，⋯．．．⋯⋯．．．⋯⋯⋯．．⋯⋯⋯．．⋯．．．．．．．．．．．．．．．．．．．．．．．⋯．．⋯．．．．．．．11．2PurposeandSignificanceoftheResearch．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．⋯．．．．．⋯．．．21．3TheCurrentSituationofGrammarTeachinginPrimarySchool⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯．．21．4TheCharacteristicofGrammarTeachinginPrimarySchool⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯51．5TheLayoutoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．LiteratureReview．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．92．1DefinitionsandCharactersofStory—themeTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯92．2TheoreticalFramework．．⋯．．．⋯．．．⋯．．．．．．．．．⋯⋯．．．．．．．⋯．⋯．．．．⋯．．．．．．．⋯．．．．，．．．⋯．．．，．．．⋯。．．，⋯⋯．．．，⋯．⋯．．．，．．．⋯．．92．3Story-themeTeachingResearchathomeandabroad．．．．．⋯．．．．．．．⋯．．．．．．．．．．．．⋯．⋯⋯⋯⋯⋯．．⋯⋯．．．．．⋯⋯．．113．Methodology．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．153．1ResearchQuestionsandHypotheses⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．153．2Subjects⋯．．．．．，．⋯．．．．，．．．．．．．．．．，．．。⋯．．．，．．．⋯．．．．．．．．⋯．．．，．．．⋯．．⋯．．．⋯．．．．．．．⋯．⋯⋯．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．153．3Instruments．．．．．．⋯．．．．．．．⋯．．．．．．．．⋯．⋯．．．⋯．．．．．．．．⋯．．．．．．．⋯．．．⋯⋯⋯．．．⋯⋯．⋯⋯⋯．．⋯．．．⋯．．．．．．．⋯．．．．．．⋯．．．．⋯⋯．．153．4Procedures．⋯⋯．⋯⋯⋯．⋯⋯．⋯⋯．⋯⋯⋯．．⋯⋯⋯．⋯⋯⋯．⋯．⋯．．⋯．．．．．⋯．，．．⋯⋯．．⋯⋯⋯．．⋯⋯⋯．．⋯⋯．⋯⋯⋯⋯．164．DataAnalysisandDiscussion．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．⋯⋯254．1DataAnalysisandDiscussionofPre—andPost—Tests⋯．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。254．2AnalysisofQuestionnaire．．⋯．．．．．．．．．⋯．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．⋯．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．⋯284．3AnalysisofClassObservations⋯⋯⋯．．⋯⋯⋯．．．．⋯⋯．．．．．．．．⋯．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．，．．⋯．⋯．．．．．⋯⋯．．．．．．．⋯32，●J1‘一5．Conclusion。．．。⋯。。⋯⋯。⋯。。．⋯．．．⋯⋯．．⋯⋯．⋯。．．．．。。．．⋯⋯．．⋯。．．．．⋯．．．。．．．375．1MajorFindings⋯⋯⋯⋯．．⋯．⋯⋯⋯⋯⋯．．．⋯⋯．．。⋯，．．．．．。．．．．．．．⋯。。．．．，．．⋯。．．．．．．⋯。。．．．．．。⋯．．．．．．．⋯。，．．．．．．。。。。．．．．．．⋯375．2Implications．．．．．⋯．．．．．⋯．．．．．．．．．．．．．．⋯．．．⋯．．．．．．⋯⋯．⋯⋯．．⋯⋯⋯．．⋯⋯⋯．．．．．．．．．．．．⋯．．．．．．．．．⋯⋯．．．．．．．．．⋯．．．．．．．．⋯375．3Limitations．．．．．．⋯．⋯．．．⋯．．．．．．．．．．．．．．．．．．⋯．，．．．．．．．．．．．．．．．．．．．．．⋯⋯⋯⋯⋯⋯．⋯⋯⋯．．⋯⋯⋯．．⋯．．．⋯．．⋯⋯．⋯⋯⋯⋯395．4SuggestionforFurtherStudy．．．．．．⋯．．．．．．．．．⋯．．．．⋯，．．⋯．．．，．．．．⋯．．．，．．．⋯．．．．．．．．⋯．．．．⋯⋯．．．．．．．．⋯．．．．．．．⋯．。⋯．．．．．。39Acknowledgments．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．⋯．．．．⋯．．．．．⋯．．．．．．．⋯．⋯⋯．．．⋯．．．．．．．．．41Bibliography．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．⋯．．．⋯．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．43Appendix1．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．47 坐塑堕蔓奎堂堂焦笙茎Appendix2．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．⋯．．．．．．．．．⋯．⋯．．．．．．．．．．．．．．．．．．．49Appendix3．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．⋯．．．．．．．．．．．．．．．⋯．．．．．．．．5】【Appendix4．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．⋯．．．．．．．．．．．．．．⋯．⋯．⋯．．．⋯．．．．55Publishedpapers．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．59 Introduction1．Introduction1．1BackgroundoftheResearchGrammarisoneofthemostimportantpartsinsecondlanguageteaching．Itsfunctionistohelpstudentstolearnthelanguageeffectively．EventhoughtheEnglishteachingdoesnotmainlyfocusonthegrammar,itisnecessarytoteachgrammarintheprimarysch001．Therefore，grammarteachingiswellworththeeffortsinprimarysch001．TheGrammar-TranslationMethodfocusedonteachingtherulesthroughthemotherlanguage，anditwasverypopularin1970s．Eventhoughitwasveryhelpfultosomeextent，itwasbeyondthestudents’understandingespeciallyforprimarystudents．Fromtheirpsychologicalandcognitiveviews，itisnotprobabletousethismethodtoteachgrammarinprimarysch001．Andanothermethodisalwaysusedinprimaryschool，itisAudio-GrammarMethodwhichwasputforwardbyKrasheninl982．Itfocusedonthestudents’learningthegrammarunconsciouslyandnaturallywiththemeaningfulinput．Thatistosay,grammarrulesarelearntwithoutforms．Thismethodistooabstracttounderstandforprimarystudents．Thoughitishelpfultoimprovetheirspeakingandlisteningabilities，thelearningaccuracyisignored．Sohowtosolvethisproblemisworthdiscussing．TheappliedlinguistsandteachersneedtofindabetterwaytosolvetheprobleminprimaryschoolwhichwasputforwardbyHedgein2002．Atpresent，theGrammar-TranslationandAudio-LingualTeachingarethemostwidelyusedintheprimarysch001．Theformerpaysmuchattentiononthegrammarrulesandthelatterfocusesonthemeaning．Thewriterhasusedbothmethodstoteachgrammarandtheeffectisnotverygood．Thestudentsareboredwiththefirstmethodandtheyknowlittleaboutthegrammarwiththesecondmethod．Bothmethodsaretooabstracttounderstandaccordingtotheirages．Sohowtoteachgrammarinprimaryschoolisdebatedgreatly．Thediscussionfocusesonhowtopresentandpracticethegrammarinprimarysch001．(YangYan，2011)AndtherearethreewaystopresentgrammaraccordingtoWangQiangin2006．WangQiangpointedoutdeductive，inductiveandguideddiscoverymethodswhichareusedfrequently．Thefirstmethodfocusesontheruleswhicharepresentedatfirstandthepracticeisfollowed．Andthesecondmethodusesalotofexamplestodrawthestudents’attentioninclass．Theyfindthegrammarrulesbythemselves．Thethirdmethodissimilartothesecondmethod；thismethodfocusesonthediscoverywiththehelpandguidanceoftheteachenAccordingtoAndrewWright，teachersshouldprovideamoreeffectivetoteachgrammarwiththecombinationoftheaccuracyandinterests，andtheStory-themeteachingisagoodway．It 山西师范大学学位论文putsthegrammarinstoriesandthestoryisthebestwayforstudentsinprimarysch001．1．2PurposeandSignificanceoftheStudyInspiteoftheruleofgrammarhasbeendebatedinprimaryschoolformanyyears，itisstillnecessarytoteachinclass．AndthestudentshavetotakepartinEnglishexamsinsch001．Sothegrammarteachingtakesalotoftimeinclass．However,becausethegrammarisdifficulttounderstandforthem，SOtheeffectivenesshasbeendiscussedsince2001．Howtoteachgrammarinclassandwhichmethodismoresuitablearediscussedforyears．Someexpertspointedoutthatthestory-themeteachingisaneffectivewaytoteachgrammarinprimarysch001．Howeverhowtoteachgrammarinstoriesisanotherdifficultquestion，alsotherecourseofstoriesisalsoneedconsidered．Andwhenapplyingthestorythemeteaching，theteachersshouldpayattentiontosomequestions．TwogrammarteachingmethodswillbeusedintheexperimenttocontrasttheteachingresultsinordertofindoutwhetherStory-themeteachingismoreeffectivethanthetraditionalteaching．Inaword，thepurposeofthepaperistosupplycertainofeffectiveguidanceforgrammarteachinginprimaryschoolandtheeffectivenessofgrammarteachingshouldbepromoted．1．3TheCurrentSituationofGrammarTeachinginPrimarySchoolAtpresent，theEnglishteachingiswidelypaidattentionbythepublic．ThedepartmentofeducationpublishedtherulesofstartingtheEnglishcurriculuminprimaryschoolin2001．Fromthenon，theEnglishteachingstartedinGradeThreealloverthecountry．Formanyyears，theteachershaveusedthetraditionalmethod，thatistheteachersusepresentation，practiceandproductioningrammarteaching．Thismethodjustfocusesonpracticingmechanically(WangQiang，2006)．Soitisdifficulttounderstandthegrammarfortheprimarystudents．Itisverydifficultforhi曲schoolstudents，letaloneforprimarystudents．Eventhegrammarwastaughtsince2001inprimarysch001．Theeffectivenessneedstobeimproved．Meanwhile，theteachingmethodsshouldbechangedtosuitthecharactersofprimaryschoolstudents．ThegrammarteachinghasbeenmainlydividedintotwodifferentpartsforSOmanyyearsinaboard．TheprominentoneistheGrammar—TranslationMethodwhichwaspresentedbyJohannValentinMedidingerandJohannChristianFickin1970s．TheothermethodistheCommunicativeLanguageTeaching(CLT)whichisknownasdirectmethod．ThismethodWaspopularafter1970s．Inforeignlanguageteaching，theemphasisofGrammar-TranslationApproachistodevelopstudents’readingability．Typically，it"Sthemosttraditionalteachingmethod，andthe2 Introductionprinciplesofchoosingmaterialsarebasedontraditionalgrammar．Throughthetranslation，theteacherexplainstherulesandthestudentsrepeatwithseveraltimes．Grammartranslationmeanstheteacherwhoisthecentreofthewholeclassexplainsthegrammarsyllabusandlessonstypicallywiththemethodofexplicittranslation．Theypaymuchattentiononthewrittenformsratherthanspokenororalforms．Andthemainpointfocusesondrillinginclass．Throughrememberconcretemodelsentences，thestudentsinternalizethegrammarrules．Theroleofteacherisjusttoexplaintheconceptsandrulesofgrammar．Intheteachingandlearningpracticalprocess，thetranslationthroughmothertongueisthemainandonlymethod．Throughthetranslationsentencebysentenceanddrilling，thestudentsmastertheteachingaimandthustheirreadingabilityisdeveloped．Thestudentsmasterthelanguagewiththeseveraltimesrepeat．Inthisway，leamers，especiallyattheverybeginning(primarystudents)，losetheirinterestsgraduallyandeventhoughknowtheserulesquitewellyetcannotputthemintoeffectivecommunication．Theothermethodwaspopularinthelate1970s．ItistheAudio．LingualMethodwhichisopposedtoGrammar-Translation．ThismethodWaspresentedbyGermaneducatorV．W．Vietoratfirst．WiththereformmovementofforeignlanguageteachinginwestEurope，thelinguistspointedthatthesecondlanguageteachingshouldbetaughtasthemothertongue．TheAudio-Lingualfocusedontheverbalforms，ignoringthewrittenforms．Theyinsistedtheteacherscouldteachtheforeignlanguagewiththewayofteachingnativelanguage．Theteachingprocessfocusedontheimitationandmadefulluseofactions，expressions，materialsobjects，drawingandgesturesandmulti-mediaandSOon．Anynativelanguagewasnotincludedasteachingmedium．Thatistosay,teachersdidn’tusetranslationata11．Thestudentslearnedtheforeignlanguagethroughcontinuallisteningandspeaking．Eventhoughthestudents’listeningandreadingabilityhavebeenimproved，theirwritingabilityhasmadelittleprocess．Becauseofitslimitations，thegrammarcannotbetaughtwell．Intheclass，amainquestioniswhetherthegrammarshouldbetaught．Mostexpertsthinkitisnecessarytoteachgrammarinprimarysch001．Thatistosay,grammarisveryusefultostudentseventhoughtheyareyoung．Thepurposeofteachingistodevelopstudents’senseofgrammar．OnlytheyareconsciousoftherulesCantheyputoutmoreaccuratesentencesinlistening，speaking，readingandwriting。Alsoitcanhelpstudentsunderstandthelanguageeasier(ChengXiaotang，2002)．Thesecondquestionisalsohowtoteachthegrammarinprimarysch001．Theteachersshouldfollowthreerulesthatareinvisible，meaningfulandappropriatecontent．Andthestudentsarethecentreoftheclass．Thegrammarpresentationshouldbevividandunderstandable(RenXiaoqin，2004)．Therearealsoother 山西师范大学学位论文methodstoteachgrammar．Suchasteachinggrammarincontext，pictures．Thesongs，gamesandtheinterestingexplanationofgrammararealsoeffectivewaystoteachgrammarinprimaryschool(SongQiqi，2007)．Fourstrategiesarepointedoutin2007byYuLin．Thefirststrategyisthevisualsensewhichmakesthegrammarunderstandable．Thesecondstrategyisdeductiveorinductiveguidancewhichmakesstudentslearnindependently．Thethirdstrategyischantwhichmakesthestudyeasier．Thefourthisactingwhichmakesthestudyofgrammarmoreinteresting．JiangYingpointedouthowtomakegrammarteachingmorevividandeasierinprimaryschoolin2009．Theeffectivestrategyandmethodshouldbeadoptedintheclass．Peoplecanusethemulti—media，games，drawings，formulas，songs，aswellasstories．Thelinguistsfocusedonthepresentationofgrammar．Therearemainlythreedifferentwayswhichareusedfrequentlyintheclassroom：thedeductivemethod，theinductivemethodandtheguideddiscoverymethod(Wangqiang2006)．Thefirstmethodmeansthatgrammarrulesaretaughtdirectly．Andthenthestudentsmastertherulesthroughlotsofexamplesandexplanations．Thustheypaynoattentiontomeaning．Howevertheinductivemethodisopposedtothedeductivemethod．Theformerfocusesontheformwhilethelatterpaysmuchattentionontheprocessofdiscoveringrulesbystudents．Theteachershowslotsofexamplesfirstlyandtrieshisorherbesttoletstudentsdiscovertherulesofthesentencestructure．Thismethodfocusesonthestructureaswellasmeaning．Theguidedmethodhasthesamepointwiththeinductivemethod．Bothofthemarebasedontheprocessofdiscoveringrulesbystudents．Theteacherplaystheruleofguiding．Thestudentslearnthegrammarwiththeteacher’Sguidanceandtheirdiscovery．Inprimaryschools，becauseofthestudents’specialagesandtheirpsychologicalcharacters，thegrammarteachingisthemostdifficultyetrewardingforstudents．SoteachersCanprovideseveralofmeaningfulactivitieswhichdecreasethedifficultofgrammar(Ur,1996)．Meanwhile，thecommunicativemeaningandthestructureshouldbefocusedatthesametimeinordertohelpstudentsmasterboththemeaningandtheuseoflanguage．Theteachingwayfromdrillshouldtumintoactivelearningwhichinvolveslistening，participating，androleplaying．Thestudents’participationisthekeypointtoassesstheclass．Furthermore，theassessmentoftheclassshouldnotbeformative．Thesummativeassessmentisthemainwaytoassesstheclass．Nowthenewcurriculumpointsoutthattheformativeassessmentandshouldbemixedwiththesummativeassessment(LuBo，2008)．Theteacher,parentsandstudentsCanassesstogether．Abovea11．alltheteachersandexpertsagreethatitisnecessarytoteachgrammarinprimarysch001．Andlotsofeffectivewaysandmethodsarediscussedandusedinteaching．4 IntroductionAndtheteachersandstudentsarebothreapthebenefitsofhardworking．Alltheseresearchesshouldbeworthwhileandencouraged．However,lotsofproblemsexistingrammarteachinginprimarysch001．Becauseoftheiragesandlackofmotivation，itisverydifficulttoteachgrammarinprimarysch001．1．4TheCharacteristicofGrammarTeachinginPrimarySchoolSchimdt(1990)pointedoutthatthefunctionofeducationdoesnotjustteachtheirexplicitrulesbutattracttheirattentionandcalltheirlanguageconsciousness．Heemphasizedthatthenoticingforlanguageformisnecessaryformeaningfulstudy．Sothecharacterofgrammarteachingcanbeconcludedasfollows．1．4．1NecessitySomeexpertsdisagreethatthegrammarshouldbetaughtinprimarysch001．Itisdebatedfordecades．Andforthelongtermofteaching，itisnecessarytoteachgrammar．Thepurposeofgrammarteachingistohelpthestudentsusethelanguagecorrectly．Atfirst，thegrammarteachingisthekeypointtogoontheteachinginprimarysch001．ThegrammaristherulesofEnglish．Iftherulesarenottaughtatall，itisdifficulttocommunicateforthem．Intheprocessofpractice，theteachersfindthestudentscannotevenspeakorwriteonecorrectsentencewhenthegrammarisignored．Forexample，theyareconfusedwiththeusageoftense，prep，andthepluralformsofnouns，etc．Iftheyknownothingaboutthese，theyCannotexpressthemselves．InordertoensuretheEnglishlearning，thegrammarhastobetaughtinprimarysch001．Secondly,thegrammarrulesensurethatthecommunicationCangosmoothly．Withoutthegrammar,peoplecannotunderstandeachother．TheChomskyhaspointedoutthegrammarisasetofrulesthepeopleshouldobey．TheprofessorofPekingUniversityHongChundongthoughtthatthegrammarteachingshouldnotbestoppedinanyperiod．Infact，thesecondlanguagelearningisdifferentfromthemotherlanguagelearning．Thestudentsdonotneedtolearntheirnativegrammarbecausetheyacquireitindailycommunication．Unlikemotherlanguagelearning，thestudentsshouldleamgrammartocommunicatecorrectly．Cameronpointedoutthatthestudentsshouldlearnsomegrammartohelpthemmasterthelanguageeventhoughintheprimarystage．Aftermasteringthegrammarrules，thestudentsCanusethelanguagefluentlyandcorrectly,whichCanhelpthemformsenseofestablishment．Alsotheirinterestscanbearoused．1．4．2FeasibilityItisfeasibletoteachgrammarinprimarysch001．Accordingtotheteachingaimofthe5 山西师范大学学位论文newcurricular,thestudentsshouldmasteranamountofgrammarintheprimarysch001．Also，thebookcontainsalotofgrammarswhicharecheckedinexams．Sothegrammarteachingshouldbecarriedoutaccordingtotheteachingaimandcontent．Inordertoimprovetheeffectivenessofteaching，twoaspectsshouldbeenforced．Ononehand，theteachersshouldusevarioususefulwaystoattractstudents．IftheteachersCanmakegreateffortstoattracttheirinterestsintheclass，thestudentscanbeinfluencedbytheteacher．Thusapositiveattitudeisformed，theteachersturnthenegativeattitudeintopositiveattitude，throughwhichthestudyingCanbeeasierforstudents，ontheotherhand，itisveryimportanttohelpstudentsstudyconfidently．Thesenseofachievementisthekeypointforgrammarlearning．Theteachingaimofthecourseistodeveloptheiremotionandarousetheirinterests．Withtheconfidenceandinterests，thestudentscantakepartintheclasspositivelyandanswerquestionsgreatly．Anditwillbehelpfulforthemtolearnothersubjects．Inaword，theteachersandthestudentsworktogethertomakesurethatthestudentslearntheEnglishwell．1．4．3EnlightenmentTheenlightenmentisthethirdcharactenThelearningisnotjustlearningsomelettersorsongs，SOthekeypointistoenlightenstudentstoconstructtherules．Theconstructivismemphasizedthatthestudentsarethecenteroftheclass．Theteachersshouldchangethepassivestudytosubjectivestudyforstudents．Sotheaimofgrammarteachingdoesnotonlyteachsomerulesbutalsoprovidemeaningfulmaterialsthroughwhichthestudentsconstructandpracticethenewrules．OnlyenoughcorrectinputCantheyoutputrighttargetlanguage．Asthestudents’ageandpsychologicaldifferences．theenlightenmentisthemostimportantstagewhichmayinfluencetheirfuturestudying．Atthisperiod，theteachersnotonlyteachrightknowledgebutalsohelpthestudentsformagoodcharacterwhichishelpfultotheirfuturethinking，Inprimaryschool，thestudentsarenotgoodattheabstractthinking．Iftherulesaretaughtdirectly,itcannotbeunderstoodbythem．Sotheteachersshouldturntovariousdirectandunderstandablecontextswhichconnectwiththeirdailylife．Throughthecontextthestudentscanpracticeandexploreit．ThepurposeoflearningaEnglishistousecorrectly．TheircommunicativeskillsshouldbedevelopedandtheyCanusethetargetlanguagetodosomething，thetask-basedteachingadvocatedthatthestudentsshouldtaste，participate，communicateandcooperatewiththeirpeers．Intheclass，theteacherononehandshouldconsiderthestudents’characterandontheotherhandthinkaboutthedifficultiesofthekeygrammarpoints．Throughthecombination，thetargetlanguageCanbeacquiredbymeaningful6 Introductionpractice．Thestudents’communicativeabilitycanalsobeimproved．EvenSOmanypeoplehavebeencommittedtotheresearchofgrammarinprimaryschool，fewpeoplehasinvestedtheteachingeffectivenessofgrammarinprimarysch001．Andthefactorswhichaffectthegrammarteachingresultsarealsoignoredatpresent．Meanwhile，thewaysandstrategieswhichaimtoimprovetheeffectivenessofgrammarteachinghavenotdiscussed．TheteachingpracticetellsUStheteachingeffectivenessofgrammaristhekeypointofclass．Inordertosolvetheseproblems，thispaperistodiscusstheeffectiveteachingway-storythemeteaching．Weknowthatthegrammarteachinginprimaryschoolisnecessaryandfeasible．However,itisalsothemostdi街cultpartforteachersandstudents．Thestory-themeisasuitablewaytoteachtheclass．ItprovidesacertaincontextwhichthestudentsCandevelopcommunicationskills．Mostimportantly,thismethodcanarousetheirinterestsinarelaxingsurrounding．Whetheritiseffectforgrammarteaching，thediscussionwillbefollowedinthenextchapter．1．5TheLayoutoftheThesisThewholethesisconsistsoffivechapters．ChapterOneisageneralintroductiontothepresentstudy,includingthebackgroundoftheresearch，significanceandpurposeofthestudy,characteristicofgrammarteachingandthestructureofthethesis．ChapterTwoprovidesareviewoftherelevantliteratureandthetheoreticalframeworkforthesiswriting．ChapterThreeintroducesthemethodologyusedinthisthesis，includingdatacollection，instrument，andanalyticalapproach．ChapterFourpresentsthedataanalysisanddiscussion．ChapterFiveistheconclusions，describingthemainfindings，implications，suggestionsandlimitationsoftheresearch7 山西师范大学学位论文8 LiteratureRenew2Review2．1DefinitionsandCharactersofStory—themeTeachingStory-themeApproachisthatstudentsaregraduallyawareofgrammaticalstructurerulesthroughcontactwithcompletemeaningfulmaterials．Andintheprocessofreadingorlistening，theyacquirethestructureofgrammar．Thenteachersandstudentsworktogethertoconstructthespecificlanguageformandmeaning．Finallystudentstakepartinvariousformsofcommunicativeandcooperativeactivitiestorecreatestories．Theteacherwilltestteachingeffectthroughdifferentactivities(Shrum&Glisan，2004)．ComparingwiththetraditionalEnglishteaching，theStory—themeteachinghasthefollowingfeatures：First，acompletestoryisregardedasthemainteachingthroughoutthewholeteachingprocess．Theendofthestorymarksthecompleteofthecourse．Second，theStory-themeteachingemphasizestheintegrityofthelanguageenvironment．Itmakeseveryefforttoletstudentsfeelthepracticalandinstrumentalcharactersoflanguage．Third，theteacherandstudentsplaydifferentrolesinStory—themeteaching，buttherearenorestrictedlines．Sotheteachingreliesonteacher’Scontrolability．Fourth，theplotofthestoryshouldcontainhighrepeatability,buttherepetitionshouldbemeaningful．Thatistosay,therepetitionshouldensurethelogicofthestoryandthestudents’languageabilityshouldbetrainedintheprocessofrepetition．Alsothisprocessshouldbemeaningfulratherthanboring．Fifth，Story—themeteachingputforwardthetaskswhicharetosolverealproblems．Thisprocessisnotpurelanguagelearning．2．2TheoreticalFrameworkThefoundationoftheStory—themeteachingisSituationalApproach．SituationalApproachisoftenusedinEnglishteaching．Itisateachingmethodthroughcreatingpictures，things，andsituation．Itletsstudentsexperiencethelanguagemultiplythroughvarioussensesandmakesthemunderstandtheteachingcontentfully．ThebiggestcharacteristicoftheSituationalApproachisitsintuitivenessandeffectiveness．Situationalteachingistostimulatestudents’interestsandimprovethelearningreality．Therefore，simplevisualaidsandvividpicturesarefarfromenough．itmustbecombinedwiththestudents’reallifeexperience．TheStory-themeteachingintegratedtheconceptoftheSituationalApproach．AnditsettheplotsskillfullyandtumsthebookknowledgeintolivelystoryformswhichCandeveloptheirimaginationandcreaterelaxedlearningsituation．Itcanreducestudents’psychological9 山西师范大学学位论文pressureSOthatthestudentshavethebestlearningstate．TheircuriosityisarousedandthestoriesCanhelpthemthinkactively．Atthesametime，thestoriescontainthetruthofbeingagoodperson．IthasaneducationalsignificancewhichenablesthestudentsgobackthelifeandusetheEnglishtosolvelifeproblems．OtherfoundationsofStory-themeteachingareCommunicativeMethodandTask．BasedApproach．Inthe1980s，theCommunicativeMethodwasintroducedandt11iSmethodemphasizedonlisteningandspeaking．Italsopaysattentiontothelearningprocessandlearners’ownexperience．Andunderthisbackground，studentsbuildtheunderstandingandawarenessofobjectivethingsthroughthecommunicationwithothers．CommunicativeTeachingaimstocreateakindofreallanguageenvironmentwhichclosestothelife．Itprovidesstudentswithnaturalreallanguagepracticeenvironmentandgivesstudentsmorepracticeopportunitiesatthesametime．Thepurposeistoimprovestudents’Englishpracticalability．Story-themeteachingistheinnovationanddevelopmentofthecommunicativeteachingandembodiestheteacher’Sattentiontowardlearningenvironmentandprocess．IntheStory-themeteaching，themaintaskistomakethestudentscommunicatewithtargetlanguage．Therefore，duringtheprocessofteacherandstudents’communications，theTask-BasedApproachisinevitabletoconducttheclass．Task-BasedApproachishighlyadvocatedbyeducatorsanditpaysattentiontotrainstudents’innovativeability．Task．BasedApproachisthedevelopmentofCommunicativeMethodandcombineswiththetheoryofsecondlanguageacquisition．Andthismethodturnsthebasiclanguageapplicationintopracticalteachingprocess．ThenewEnglishCurriculumStandardofBasicEnglisheducationadvocatesTask-BasedTeaching．Itistorealizetheteachinggoalsandletsthestudentsfeelthejoyofsuccessfulthroughtheperception，experience，practice，participationandcooperation，etc．Task-BasedLanguageTeachingtheoryisthebestwaytomasterthelanguage．Thatistosay,thestudentsparticipateinactivitiesandusetheusefullanguagetocommunicateinordertocompletetheacquisitionoflanguageintheprocessoffinishingtasks．Itemphasizesthatakindofreal—likeatmosphereshouldbecreatedandthelanguageabilitytrainingshouldbecompletedineveryteachingtasktoprovidestudentswithopportunityandconditionstoapplylanguageskillscomprehensively．Intheclassroomteaching，throughcompletingsometaskswiththeteacher,thestudentscanacquirelanguageandextendcommunicationvocabulary,promoteforeignlanguagelevel．Intheprocessoffinishingtasks，studentsCangenerate，understandandapplylanguageknowledgeanddeveloplanguageskills，suchaslistening，speaking，readingandwriting，andatthesametimedeveloptheircommunicativecompetenceinthediscussion，communication，coordination，cooperationwithothers． LiteratureReview2．3Story·themeTeachingResearchatHomeandAbroadStory-BasedApproachisverypopularinabroad．TheBritisheducatorAndrewWrightpointedoutthatthismethodWasaveryexcellentmethodandputitintopracticeinIndiaandmadegreatachievements(AndrewWright，1998)．AndtheStory-CenteredCurriculumWasputforwardbyAmericanCarnegiefamousscholarRogerC．Schank．Thecoursemadethestudentsfinishthecourseindependentlythroughthesimulationoftherealsituation．AndthisCOurSestressesontherealsituationwhichmadethestudyeasier(RogerC．Schank，2002)．TheTeachingProficiencythroughReadingandStory-telling(TPRS)isaverypopularteachingmethodinAmerican．ItdevelopedfromthemethodofTotalPhysicalResponse(TPR)．Meanwhile，thismethodaimstocreatearelaxingsurroundingwhichmakestheteachinggowell．Throughthecombinationofthevividstoriesandrealsituations，thelanguageteachingiseffective．In2002，theSingaporeteachersputthismethodintotheEnglishteachingwhichmadetheclassmorevividandinteresting．Theteachersguidedthestudentstosetupavisualfamilywiththeirclassmates．Aftercreatingupdifferentfiguresinthevisualfamily,theymadeupdifferentstoriestostudylanguage．Becausetheyaremembersofthefamily,thestudentsarewillingtotakepartintheclass．Thismethodmakesthestudyeasier,especiallysentencesandwords．Athome，thismethodisalsopopular．ThemostfamousoneistheSandwichStoryEnglishteaching．ItWasfirstpointedoutbyProfessorJiYuhuain1990．Thecharacteristicofthismethodistousemothertonguefixedwithteachingcontent(wordsorsentences)．OnceitwasverysuccessfulinmanyreignsofChina．Thestudentsleamedthewordsinsentence，thesentencesinthestory,thestoriesintheinterestsandtheinterestsintheunderstanding．TheirimaginationandinterestsaredevelopedthroughtheStory-Telling(JiYuhua，2000)．Anotherteacherraisedtheprocessofstoryteachingin2004．Therearefoursteps，Warmup-Presentation—Practice-Followup．Itdevelopedthestudents’fiveabilities．Theyarelisteningandreadingstories，retellingstories，actingstories，makingupstories．Throughtheseveraltimesrepetitions，thestudents’abilitygetimproved(ChenRulin，2004)．Later,theteacherputthesentencesintostoriesalongwithchant．Becauseaddingupthechant，itiseasytoacceptandunderstand．Andthestoriesenrichthecontentwhichwaseasytorecite．Thechancesofstudentscontactwiththelanguageweremuchmorethanbefore．Sotheyaremoreconfident(XuHuayan，2005)．AnotherpattemofStory-Tellingteachingwasputforwardin2008．First，studentslearnedthewordsandsentencesdirectlythusthebackgroundinformationandcultureknowledgewereintroduced．Thenstudentswereaskeda10tof 山西师范大学学位论文questionstohelpunderstandthestory．Nextthestudentsaretaughtinstoriesincludingthewholetexts仃ucmreandnewsentences．Atlastthestudentsmadeupstorieswiththehelpofteacherandclassmates．Throughtheyearsofdevelopment，theteachingaim，methodandassessmenthavechanged．TheprimaryEnglishistheinitialstageofEnglishlearning．Sotheteachingaimistomaintaintheinterestsofstudents(Karen，1991)．Theteachersshouldpayattentiontothestudents’emotionalattitude．Andeventhoughtheinputislimited，theeffectivewaysshouldbeexploredtodeveloptheirabilitytousethelanguage．Andthegrammar’Sfunctionistohelpstudentsusethelanguage。Sothemaingoalofgrammarlearningistodevelopthestudents’communicativeability．Andvariousteachingwaysshouldbeadoptedandthestudents’participationshouldbeencouraged．TheStory—themeteachingisbasedonthesituationalapproachwhichtumsthebookknowledgeintothevividstoriesandthusdevelopsthestudents’imagination．Alsoallthestoriesarebasedonstudents’lifeexperiencewhichpromotesstudents’languagecompetenceandsocialcommunication．Lastbutnotleast，thestoryteachingisbasedonthecommunicativeandTask—BasedApproachwhichpromotesthestudents’languageskills．Inaword，theresearchesaboutstorytellinghavemadegreatprogress．Theexpertsexplainitsmeaningandusageintheteaching．Itisusefulandhelpfultotheteaching．However,theyarenotenough．TheteachersCandomoreinfollowingaspects．Firstly,thepreviousresearchesmainlyfocusonthetheory．TheydiscussedalotabouttheteachingpatternsabouttheStory-Telling，ratherthantheteachingpractice．Sowecanresearchmore．Andmypaperwillfocusonhowtousethismethodtoteachgrammarinprimarysch001．Ateachingpracticewillbecarriedoutintheclass，inordertocheckitseffectiveness．Secondly,theformerteachingresearchdirectedatthediscoursestudy．TheorganizationofStory-Teachinginclassneedsfurtherresearch．Throughthepracticeofthisterm，thisaspectwillbefocusedon．Thirdly,theformerresearchstudiedthelisteningandspeaking．However,thegrammarisoneofthemostimportantpartsinprimarysch001．Soitisnecessarytousethenewteachingwaytoreducethedifficultyofgrammar．Aboveall，theresearchedabroadandathomehaveprovedthattheStory-themeteachingiseffectivetoimprovethestudents’listeningandspeaking．ItsuniqueadvantageisthatitCanarousetheirinterests．themainmotivationofprimaryschoolstudentsisinterests．AndwhetheritCanhelpthestudentslearngrammarandkeeptheirinterests，thisquestioniswellworthyofefforts．Thestory-tellingMethodpaysmuchattentiononthecultureandemotionaleducation．WhetherthismethodCanmethodCaninspirethestudents’interestsandimprovetheirscore，thisquestionistobediscussedinthispaper．Thispaperalsopresentstheteachingprocesson LiteratureReviewstorytelling．Therearealso4principlestofollowinteaching．Andtheusageofthestorytellingingrammarwillbediscussedintheresearch．Meanwhile，theprocedureanddesignofclassisalsoveryimportantforeffectivestudying．Allthequestionsabovewillbediscussedonthenextchapter． 山西师范大学学位论文14 坚!!垒竺璺旦!竺婴3．Methodology3．1ResearchQuestionsandHypothesesTherearetwoquestionswhicharegoingtobediscussedintheexperiment．ThefirstquestioniswhethertheStory-themeteachinginprimaryschoolcanarousestudents’interests．AndthesecondquestioniswhethertheStory-themeteachingismoreeffectivethantraditionalmethodforgrammarteaching．Twohypothesesareputforwardaccordingtotheresearchquestions．ThefirsthypothesisisthatStory-themeteachinginprimaryschoolCanarousethestudents’interests．AndthesecondhypothesisisthattheStory-themeteachingismoreeffectivethanthetraditionalmethodforgrammarteaching．3．2SubjectsSixtyGradeFivestudentsinoneofLinfenprimaryschoolsarechosentotakepartintheexperiment．Thetwoclasseshavethesimilaracademicability．Oneoftheclassisexperimentalclass(30students)，andtheotheriscontrolclass(30students)．Theexperimentlastsforonetermwithtwolessonseveryweek．Andtenunitsaregoingtobetaughtinthisterm．Inbothclasses，thestudents’averageageis11．Thereare16boysand14girlsinEC．Andthereare14boysand16girlsinCC．Theaveragescoreoflastfinalexamwascollectedinbothclasses．TheaveragescoreofECclassis81．8andtheCCis80．4．Sowecanknowthetwoclasseshavesimilaraveragescore．Itensurestheeffectivenessoftheexperiment．^一一j．3InstrumentsTwotests，aquestionnaireandclassroomobservationsareincludedinthisresearch．3．3．1TestsFirstly,thepre—testwasimplementedtomakesuretheECandtheCChavethesimilaracademicability．Sothispaperusesthetestscoreoflastfinalexamtotesttheirgrammarability．Thefullmarkis100．TherearetwopartsinthetestpapenThefirstpartisthelisteningandthemarkisforty．Thesecondpartiswritingpartandthemarkissixty．Inthewritingpart，thefirstpartismultiplechoicesandthemarkisten．Thesecondpartistheclozeandmarkisalsoten．Thefirsttwopartsareallaboutthegrammar．Thethirdpartistomatchofadialoguewhichaimstocheckthestudents’communicativeabilityandthemarkisalsoten．Thefourthpartischoosingfightpronounsandverbsandthemarkisalsoten．ThenextpartisthecomprehensionandthemarkiSalsoten．Thelastpartiswritingandthemarkisalsoten．Thepost-testwasusedtotesttheprogressofthestudentsinECandCCclasses．Sothefinalexam 山西师范大学学位论文ofthistermwillbeusedasthetestpaper．Allquestionsofthetestpaperarerelatedtothegrammarpointswhichhadbeentaughtthisterm．Andthefullmarkisalso100．Thetwoclasseswillbecomparedtotestifytheirprogress．3．3．2ObservationsSecondly,duringtheexperiment，thewholeteachingvideosarerecodedtoanalyzethestudents’behavior．Andaftertheclass，thevideoiswatchedandthedataofstudents’performanceiscollected．Thedataincludesthetimesofstudentsansweringquestions，raisinghandsandtheinteractionsbetweenteacherandstudents．3．3．3QuestionnaireMoreover,apostquestionnairewascarriedouttocheckthestudents’attitudestowardthenewteachingmodeofthestudentsinECclass．Therearefifteenquestionsinthisquestionnaire．Themainpointisthatwhetherthestory-themeteachingcanarousetheirinterest．Thequestionsfromonetosixfocusonthestudents’learningpurpose．Fromquestionseventotwelve，themainaimistocheckwhethertheyliketotakepartinthestoriesandbenefitfromthestoriesinclass．ThelastthreequestionsaimtotestwhetherthestudentscanuseEnglishafterclass．Afterthelastlesson，theteacherhandsoutapieceofpaperandmakesthemwritetheiranswers．Thequestionsarewrittenontheboardandtheywillbeexplainedonebyone．Thepurposeistomakesurethestudentsunderstandthequestions．Andthestudentsaretoldthattheyaretakingpartinastudy．Andtheywillbeencouragedbyalittle百fliftheyanSWerthequestionshonestly．Thepurposeistomakesurethattheycananswerthequestionscompletelyandeffectively．3．4ProceduresThisresearchincludespre-testandpost—test，aquestionnaireandclassobservations．Atthebeginningofthenewtermtheauthororganizesapre—testofgrammarproficiency．Theaveragescoreoflastterm’Sfinalexamiscollectedtotestthestudents’grammarproficiency．Whenitcomestotheendoftheterm，theauthororganizesapost-testofgrammarproficiencyagaintocollectrelateddata．Thentheauthorusespairedsamplest-testtotesttheresultsoftheteststofindoutwhethertherearesignificantdifferencesbetweenthepre-testandthepost—testfortheexperimentalclassandthecontrolclass．SPSSandstatisticsareusedinthisresearch．Inthefirstweekoftheexperiment，thepre-testiscarriedoutinbothclasses．Alltheexampapersoflastexamareanalyzedtogettheaveragescoreofeachclass，Twosimilarclassesarechosentotakepartintheexperiment．Andthisprocessisfinishedbythetwomost16 MethodologyexperiencedteachersintheschoolSOastoensuretheeffectivenessoftheexperiment．Inaddition，thecamerasareusedinbothclassestorecordthestudents’performance．Theobservationslastfor16weeks．Attheendofeachweek,thetimesofinteractionsbetweenteacherandstudentsarecollectedtocomparethestudents’activeness．Alsotheinteractionsamongstudentsthemselvesareanalyzedtochecktheirattitudetowarddifferentteachingmethods．Thetimesofstudents’handsupactivelyarerecordedtocheckwhethertheyareinterestedintheclass．Inthelastweekoftheexperiment，aquestionnaireisusedinexperimentalclass．Thepurposeistocheckwhethertheyareinterestedinthenewteachingmethod．Allthequestionsarewrittenontheblackboardandexplainedonebyonetomakesurethestudentsunderstandthequestions．Thestudentswillbeencouragedtoanswerthequestionshonestly．Theheadmasterisalsoinvitedtosupervisetheprocess．Aftertheexperiment，thefinalexampapersofthistermarecollectedandcodedtoanalyzethestudents’progress．TheaveragescoreandStd．Deviationareanalyzed．Allthedatawillbeanalyzedimmediately．Duringtheexperiment，thelessonplansofbothclassesareincludedinthispart．LessonplanforECTeachingaims：A：Reviewthepasttense．B：Learnthepresentandpasttenseof‘therebe’sentences．C：Developstudents’communicativeskills．Teachingkeypoints：A：Masterthetargetsentencesinstory．B：Usethetargetsentencesfluently．TeachingProcedure：Step1：Leadin．Theaimofthispartistomakethestudentsgetreadyforclass．Afterthegreetingwiththewholeclass，theteacherpresentstwodifferentpictures．Onepictureshowsthatthereweren’tanybusesandcarsandpeoplelivedinasmallhouse．Theotherpictureshowsthattherearelotsofcarsandbusesandpeopleliveinabighouse．Thentheteachertoldthestudentsthatthetwopicturesarethephotosofteacher’Slifemanyyearsagoandnow．Thestudentsareaskedtodiscussthedifferencesoftwopictures．Step2：Presentation．Inthisphrase，astoryaboutthistopicistoldandthegrammarpointsareincluded．Hereisthestory．Manyyearsago，therewasn’tatelevisioninmyhouse．Mygrandmothercookedonthefireandmygrandfatherworkedinthefields．Thereweren’tanybusesandCarSandwelivedinasmallhouse．Nowthereisonebigtelevisioninmyhouse．1watchTVeveryday．Therearelotsofcarsandbuses．Weliveinabighouse．Afterthevivid 山西师范大学学位论文storylisteningandthelanguagepointsrepeatinginthestory,thestudentsCanfamiliarthestory．Theteacherwillasksomequestionstoleadtheirattentiontothegrammar．Step3：Co—construction．Inthisperiod．studentsandteachercanconstructthegrammarrules．Theteachercanhelpstudentsdiscoverthenewgrammarstructurerulesthroughthestory．Afterthestudentsknowingthestory,theteachercanguidethestudentstocontractthetwopictures．Thenthestudentswilllistenandreadthestorywiththeteachertogetherandfindoutthetargetgrammarinthestory．Alsothemeaningfulgrammarstructureisunderstoodinthestory．Thestoryprovidesagoodcontextforstudentstounderstandthesentencestructure．Furthermore，thestudentscanmakeanewstoryandsentencesafterknowingthestory．Step4：Extension．Aftertheunderstandingthestoryandthetopicsentences，thestudentswillrelateitwiththeirownlifeandtheyCanmakeasummaryofthenewsentencesandpracticethemingames．Afterpracticingthestory,thestudentscanmakeupanewstoryrelatedtotheirownlifewiththenewgrammarstructure．Whenthestudentsmasterthetopicsentences，thestudentsCanrole—playthestorytousethenewgrammarstructure．Theycanbedividedintoseveralgroupstorace．Theexercisealsocanbeusedtochecktheteachingeffect．Step5：Homework．Thestudentscarlmakealittlestorybythemselves．Theyneedtointerviewtheirgrandparents’oldlifeandfindthedifferenceswiththepresentlife．Eachgroupshouldmakeapostertoshowthedifferences．Thepurposeistoletstudentspracticethenewgrammaraftertheclass．LessonplanforCCTeachingaims：A：Masterthepresentandpasttenseof‘therebe’sentences．B：Reviewthepasttense．Stepl：Leadin：Greetwiththewholeclass．Stepl"Presentation：theteacherpresentstheformofthegrammarandtellsthestudentstheusageofthegrammarbeforetheclass．Step2：Practice．Thestudentsarerequiredtoreadthesentencesonebyone．(Drillpractice)Thepurposeisalsotoknowthegrammar．Andinthisstage，thestudentsshouldremembertheusageofgrammarrulestopreparetheexercisesaftertheclass．Step3：Production．Inthisstage，thestudentsshoulddosomeexercisesandcorrectthemistakesundertheguidanceoftheirteacherforseveraltimes．Step4：Homework．Recitetherulesofgrammaranddosomeexercises． Methodology3．4．1TheProcessofTeachingWhat’Stheprocessofgrammarteachingwithstories?Howtomakeameaningfulpatterntoteachgrammarinstoriesisanimportantquestion．Intheexperimentofthispaper,thePACEmodelwillbeused．ThefirstphraseisPresentation．Inthestory-tellingteaching，thegrammarrulesshouldbecontainedinthestory．Andtherulesarehighlightedinthematerial．Thematerialscanbeastory,legend，songorjokeetc．AlsothematerialshouldbearealcontextwhichthestudentsCanconnecttheirexperiencewiththeclass．Forexample，thecontextCanbeasituationthattheygotoschoolorathome．Inthisprocess，thestudentsCanunderstandthelanguageproperly．ThestoryorlisteningmaterialCanhooktheirattention．Alsoingamesorsongs，TPRcanbeusedtohelpstudentsunderstandthelanguageandarousetheirinterests．Thepurposeofpresentationistomakethestudentsunderstandthelanguagestructureorpointthroughvariousactivitieswiththehelpoftheteacher．Moreover,theirabilityofunderstandinglanguageiscultivated．Thetimearrangementdependsontheamountofactivities．Itmaytakeseveralminutesorlonger．Inthisprocess，thestudentsdonotknowthegrammarclearly．Theyacquiresomegeneralinformationthroughlisteningtothestory．Afterthelistening，thestudentsshowgreatinterestsandareeagertotakepartinthefollowingactivities．Nowtheyarestudyinginapositiveattitude．Agoodbeginningishalfdone．Sothisprocesshookstheirattentionandisreadyfornextstep．ThesecondphraseisAttention．Itmeansthatthegrammarruleorstructureshouldbeemphasized．Andthestructureshouldcausetheirattention．Andseveralactivitiescanbeconductedinthisprocess．Theteacherscanaskacoupleofquestionsaboutthegrammarrule．AlsotheteacherCanrepeatthestructuretocausetheirattention．Andthemulti．mediaisagoodwaytoshowdifferentpicturestodisplaythestructure．Thecoreruleisthattheactivitiesshouldbechangeable．Throughdifferentactivities，thestudentshavetheconsciousnessofthestructure．Andtheybegintounderstandthestructureinthecontextorstory．Andundertheguidanceofteacher,thestudentsCanactoutthestoryandtrytousethegrammarruleintheirplay．Ofcourse，thegamesarealsousedinthisprocesstohelpstudentstobefamiliarwiththesentencestructure．SotheyCanhaveabetterperformance．Aftertheperformance，thestudentsfeelthehappinessoftheircooperationwiththeirpartner．Andthecompetitionsystemcanbeusedtoencouragethestudentstoactthestory．Whenonegroupisacting，othersshouldpaytheirattentiontowatchingratherthantalking．Becauseofthestudents’specialages，theteachershouldcontroltheclassgreatly．Thisisalsohelpfultoformagoodhabittostudyfor 山西师范大学学位论文students．Thepurposeofthisprocessistoswitchthestudents’attentiononthesentencestructure．Aftertheperformance，ittUrrlStotheCo—construction．Becausetheyhavebeguntopayattentiontothegrammarstructure，theteachershouldguidethestudentstorebuildthenewsentencestructureonthebasisoftheoldknowledge．Thedifferencebetweenthenewandoldknowledgearefoundbycomparing．Sothestudentscallguessordeductthenewknowledge．Inthisprocess，theteachersalsocallusedirectandclearquestionstoguidestudents．Questionsareagoodtooltohelpthestudentsunderstandthegrammarrule．Thequestionsshouldbeinquiredtodiscoverthegrammarruleandtheuniquemeaningofthelanguageinthecontext．Meanwhile，thestudentscanalsoaskquestionsbythemselves．Ofcourse，theteachershouldteachthemhowtoask．AndthecompetitivesystemalsoshouldbeusedtoencouragethemtotakepartintheactivitiesgreatlyTheteachercanalsodividethemintogroupstocompeteeachother．Theseinteractiveactivitiescanhelpthestudentsunderstandthegrammarrulesincontextinsteadoftheteacher-centeredtoleamthegrammar．AftertheCO—constructionbetweentheteacherandthestudents，theteachershouldguidethestudentstouseitinnewcontextSOthathecanknowwhethertheymasterthegrammar．Iftheymakemistakes，theteachercanhelpthemresolvethemistakes．Throughthisprocess，thestudentspracticethegrammarthroughvariousactivitiesratherthandrilling，SOtheylearnthegrammarwithoutfeelingboring．AndwhentheteacherandstudentsCO—constructthegrammar,theycanestablishagoodrelationship．Theyintegratethegrammarintothedailylife．Justasthecommunicativeteaching,thefunctionoflanguageistouseitinreallife．AndthenextstepisExtension．Instory-tellingteaching，thelanguageistaughtasawhole．TheextensiveactivitiesoffergoodchancestopracticeEnglishforthem．Thestudentscanusethesentencesstructureinacreativeway．Theactivitiesshouldbevariousandchangeable．Forexample，thestudentsCanmakeupanewstorytoact．Andgamesalsocanbeusedinthelastphraseoftheclass．Thestudentscanmakesentenceswiththenewsentencestructure．Theywillbeawardediftheycanmakemanycorrectsentences．Thestudentscantakepartinlotsofactivitiesjustliketherealsituationinlife．Theycanmakeanintervieworinvestigationtopracticethegrammarsentences．Andtheactivitiesmustbeconsistentwiththetopic．Aslongastheypracticethenewlanguageinapractical，meaningfulenvironment，theycanuseitfreely．Gradually,thegrammarrulesaremasteredbythem．Aftertheoralpractice，thestudentsshouldbeencouragedtowritetheminthesimplesentences．TheteacherCanpostthemonboardtoencouragethem．Inthestory-tellingmodel，thestudentslearnbythemselveswiththehelpofteachers．Theycanfellthejoyfulnessofstudyingwiththecooperationwith20 ——丝!!垒竺璺竺!竺墅others．Inprimaryschool，oneofthemostimportanttasksistohelpstudentskeepinterestsinEnglish．Throughthisway,thestudentslearnEnglishinarelaxingsurrounding．3．4．2TheMethodsofMakingupStoriesEventhoughthestory-tellingisaneffectivewaytoteachinprimaryschool，itishardtomakeupstories．Sothewaysofmakingupstoriesareintroducedaccordingtothetextbooks．TheteachersalsoCanmakeupstoriesbytheneedofteachingcontent．Somefactorsshouldbeconsideredbeforemakingupstories．Inthestory-themeteaching,theteachersshouldknowwhatkindofstoriesissuitableforprimarystudents．Generallyspeaking,therearesomecharactersofthesestories．Firstofall，thetopiciswellknownbystudents．Thepicturesarevividandtheircolorsarebight．Thechoosingofthetopicisveryimportant．ThestudentsCanrelatethestorywiththeirdailylife．Onlythoughthiswaycantheyunderstandandtakepartinthestory．IfthetopicisSOdifficult，theywilllosetheinterestsquickly．Andthepicturesandtheircolorarevividandbrightinordertocatchtheireyes．Thepurposeistostimulatetheirinterests．Secondly,thelanguagelevelismedium．ThenewwordsintextCannotoveronethirdofthewholestory．Ifthestoryistoodifficulttounderstand，thestudentsCannotacceptit．Theteachercanpredictthedifficultyofthestory．SotheteacherCandealwiththestorybeforetheclass．Thesoleaimistomakethestudentslearnthenewwordswhenstudyingwithouttoomuchpressure．Thirdly,thelengthofthestoryshouldbenarrowedintenminutes．Itmeansthestoryshouldnotbetoolong．Thetimethattheyconcentrateontheclassislimited．Ifthestoryistoolong，theywilldistractfromthestoryandtheefficiencyoftheclasswillbelow．Fourthly,thelanguagefocusshouldbecontainedinthestoryseveraltimes．Thiswillcausetheimportantteachingpointsbenoticedeasily．Itwillbeeasiertogoonthenextpartoftheteaching．Itwillbehelpfultounderstandthestory．Anditalsodecreasesthedifficultiesofthestory．Lastbutnotleast，itispotentialtoinvolvethepupilstotakepartinwhichmeansthattheprocessofteachingstoryshouldbeinteractive．Throughtheinteractiveactivities，itwillhelpdeveloptheirimaginationandcreativitygreatly．Thelanguageteachingisnotonlyteachinglanguagebutalsodevelopingtheirabilitiesandskills．Itwillbehelpfulonotheraspects．Takethestoryof“OldMcDonald”asanexample，itstopicisaboutanimalswhichareseenofteninthestudents’dailylife．Andthistopicistheirfavorite．Anditishelpfultostudytheirregularpasttenseverbs．Thesentencesandwordsappearregularlywhichmakesthe 山西师范大学学位论文studentspredictthefollowingpartofthestory．Itisalsoeasytorecitethestoryandmasterthegrammarpoints．Theteachersalsohavetheroomtodesigndifferentinteractiveactivities．Eventhoughitishardtofindtheconvenientstoriestoteach，theteachersshouldleamhowtomakeupstoriesbythemselves．Theteachersshouldconsiderabovefactorswhichincludethestudents’Englishlevel，theteachingcontenttomakeupprobablestories．Andthepaperwillintroducesomemethodsthatthewriterhasusedinclasses．ThefirstwayofmakingupstoriesistousetheChinesepicturebook．TheteachercanCOVertheChineseandusetheEnglishsentencesinstead．Forexample，whenthecontentisaboutthetraffictools，theteacherCanuseaChinesestory．ThestoryisthatalotofanimalswhoweretakenbytheirteacherCOWgotothecityforthefirsttime．Theyarefreshtoseeeverythingaroundthecity．Hereisthestory．Teacherasks：takecare，everybody．Elephantasks，what’Sthat?Theteacheranswers，itisacar．Bearasks，what’Sthat?Theteacheranswers，itisabus．Thedogasks，what’Sthat?TheCOWSanswers，itisatrain．Andtherabbitasks，what’Sthat?Theteachersaysthatitisataxi．Andthesnakeasks，what’Sthat?TheCOWsaysthatitisaplane．Theteachersays，dearclass，timeisup．Let’Sgohome．Throughthestory,thestudentscanlearnthesentence‘what’Sthat?Itisa+traffict001．’easily．AndtheteacherandthestudentsCancopythestoryandhavearoleplaywhichmakestheclassmoreinteractive．Thentheteacheralsocanmakeupthestoryaccordingtotheintemet．Therearelotsofreliableteachingrecoursestouseforteachers．TheteachersCanlookuptheusefulwebsiteandstoreitforfutureuse．Whenmakingupthestory,theteacheralsocandownloadsomepicturestouseintheclass．Justlikethestory‘JackandBeans’．Herearesomewebswhichareusefultomakeupstories．Thewebof‘LeamEnglish—BritishCouncil’providessongs，stories，onlinegamesandsuggestionforteachingyounglearners．Anotherwebsiteis‘SebastianSwan’whichcomposescommunicativearticlesandinspirestheyoungleamerstosende-mailsandmaketheirworkspostedontheweb．Thereisalsoapartwhichcontainsadviceforteachersaboutactivitiesandsomematerials．Sotheteachercanusethestoryfromthisunit．Thewebof‘StoryArts’isaboutthefolks．Itincludesopinionsandprobableplotsforthestudentscollectingfamilyanddailystories．Therearesomearticlesaboutstory—telling，newsletterfreely,andreasonsforstories．Theguidelinesforretellingandusingstoriesforassessmentsareintroducedinthisweb．Theteachercanuseallthewebresourcestomakeupnewandcreativestories．ThethirdwayisthattheteacherCanmakeupstoriesaccordingtothefamousstories Methodologyandlegends．TherearelotsofwellknownstorieswhichtheteachersCanuse．Thestoriesof‘Threepigs’，‘Theuglyduckling’，‘Littleredridinghood’，‘Kittenfishing’aregoodexamplestouseintheclass．Especiallyfortheprimaryschoolstudents，itisasuitablewaytoteachintheclass．Hereisthestoryteachingaboutstory‘thetadpoleslookformommy’．Everyonehasamommy,butwhoisourmommy?1wantmymommy,Imissmymommy．Let’Slookforourmommy．Whentheyseeaduck，theyask‘Areyouourmommy?’Theduckanswers，‘No，Iamnotyourmommy,andyourmommyhasfourlegsbutIhavetwolegs．’Thestudentscanpracticethesentencestructure‘Areyouourmommy?’throughthestory．TheteachersalsoCanadjusttothestoryleveltostudents’level．Thedifferentlevelstoriesappealtodifferentlevelstudents．Fourthly,theteacherCanmakeupthestoryaccordingtotheteachingcontent．Beforemakingupthestories，theteachershouldunderstand‘What’Smylanguagefocuson?’ThentheteachersCanmakeupastorywithasuitablecontext．Everylessonisrelatedtoastoryintheprimarysch001．Andamainsentencestructureisfocusedoneachmodule．Soitiseasytomakeuparelatedstoryandhaveameaningfulteaching．Theteachersalsocantellthestoryorshowpicturesaboutthemselvestoaddthetruthofthestory．Throughthisstep，theteacherandstudentsCanbuildupagoodrelationship．Forexample，whentheteacherteachesthesentencestructure‘Ihavegota⋯’．TheteacherCantellastoryaboutplayingchess．Hereisthestory．Iamsohappy．IamthewinnerofplayingchesswithSam．Ihavegottwenty-sixpoints．AnddoyouknowtheSam’Spoints?Let’Saskhimtogether．Throughguessing，thestudentspracticethemainsentencestructureofthismodule．Throughmakingupthestory,thestudentsCanunderstandthestoryandsetthesightsintotheteachingfocus．Andtheteachersshouldmakeupstoriescreatively．Andwiththegreatefforts，theteacherCanteachgrammarwithstoriessuccessfully．Inaword，allthechildrenlovestories．Andthestory-tellingplaysanimportantroleintheprimarysch001．Withthedevelopmentofstoryteaching，theteachersareusingittoteachintheclass．Itisapitythattherearenoexistingandproperstoriesintheclass．Sotheteacherneedstobecreativetocreatetheunderstandablestories．Thispaperjustprovideslimitedmethodsofmakingupstories．Firstly,theteachershoulduseanopenmindtocollecttheusefulstories．Thestoriescancomeformtheteacher’Sownexperience．Thiscanpromotethestudents’curiositytotheirteacherandtheycanlearnwithmotivation．Secondly,theteachershouldencouragethestudentstomakeandtelltheirownstories．Onlytheircuriosityisinspiredcantheystudywell．Thirdly,thestoryCancomefromthepeoplearoundthestudents． 山西师范大学学位论文Thestudentscancontacttheclasswiththefamiliarpeople．Allinall，thestoriescomeformthedailylifeandthepurposeistocalltheirattentionandarousetheirinterests．Atthebeginningoftheclass，theirlastfinalexampapersarecollectedtogettheiraveragescoreinbothclasses．Afteronetermofexperiment，thefinalexampaperwillbecollectedtoanalyzetheexperimentresultinbothclasses．AlsoaquestionnaireisconductedinexperimentalclasstochecktheirattitudetowardtheStory-themeteaching．TwodifferentwaysofgrammarteachingareusedinECandCCclasses．TheStory-themeteachingisappliedtotheECclassandthetraditionalgrammarteachingisusedinCCclass．HereiStheprocedureoftheexperiment．24 DataAnalysisandDiscussion4AnalysisandDiscussion4．1AnalysisandDiscussionofPre-andPost-TestsInthisexperiment，SPSS16．0willbeusedinthispaper．ThroughmeasuringmeanofECandCC，theeffectivenessoftheexperimentwillbemeasured．Inordertoidentifytheclasses，Class1referstotheexperimentalclasswhileClass2referstothecontrolclass．Table1onpre-testofgrammarabilityGroupStatisticsVAROO002NMeanStd。DeviationStd．ErrorMeanVAR0000113081．80008．918791．6283423080．36679．949821．81658Table2IndependentSamplesT-TestLevene’STestforEqualityofVariancest-testforEqualityofMeans95％ConfidenceIntervaIoftheDifferenceSig．MeanStd．ErrorFSig．tdf(2-tailed)DifferenceLowerUpperPre-testsEqualofvariances．217．643．58858．5591．433332．43956．3．449986．31664TwoassumedcIassesEqualvanances．58857．319．5591．433332．43956．3．451216．31788notassumedFromthetwotablesabove，wecanseethepretestsoftwoclassesaresimilar．Atfirst，theSDshowsthestudents’grammarlevelofbothclasses．ClassOne’SSDis8．91879andClassTwo’SSDis9．94982．TableOnealsoclearlyshowsthatthemeanscoreofthefirstclassiS81．8000andthesecondclassiS80．3667．ItiSobviousthatthemeansscoreoftwoclassesiSveryclose．AlsotheSig．=0．559>0．05．whichmeansthatthereisnogreatdifferenceinthecompetenceofgrammarabilitybetweentwoclasses．Fromthesedata，wecanknowthatthe 山西师范大学学位论文twoclasseshavethesimilaracademicability．ThesimilarmeanscoresandSDguaranteeofthereliabilityandeffectivenessoftheexperiment．Afteronetermofteaching,thetwoclasseshavemadeprogress．However,thereexistgreatdifferencesbetweentwoclasses．Table3canshowthedifferenceofthetwoclassesaftertheexperiment．Table3Dataoncomparisonofpre-testandpost-testPairedSamplesStatisticsMeanNStd．DeviationStd．ErrorMeanPair1Pre．test181．8000308．918791．62834PosMesl185．8333308．234011．50332Pair2Pre-test280．3667309．949821．81658Post-test280．6667309．742671．77876Table4DataoncomparisonofindependentsamplestestLevene。STestforEqualityofVanancest-testforEqualityofMeans95％ConfldenceIntervaIoftheMeanStd．ErrorDifferenceSig．Difl．erencDifferencFSig．tdf(2-tailed)eLowerUpperVAR00Equalvanances．095。7592．21858．0305，166672．32894．504799．82854003assumedEqualvadances56．432．218．0315．166672．32894．502039．83130notassumed226 DataAnalysisandDiscussionTable5oncomparisonofpairedsamplesT-TestPairedDifferences95％ConfidenceIntervaIoftheDifferenceStd．Std．ErrorSig．MeanDeviationMcantdf(2-tailed)LowerUpperPairPre-test1-4．0335．857411．06941-6．22052．1．84614．3．77229．0011Post-test133PairPre-test2．．30002．99597．54699．1．41872．81872．．54829．5882Post-test20Andaftertheexperiment，thepost—testiscarriedoutinbothclasses．FromTableThree，wecanknowthemeanscoreoftheECis85．8333andtheCCis80．6667．ThemeanscoreoftheECishigherthantheCCobviously．ThestandarddeviationofECis8．91879inthepre—testand8．23401inthepost—test．Atthesametime，thestandarddeviationofCCis9．94982inthepretestand9．74267inthepost-test．ItshowsthattheECstudentsmakegreaterprogressthanCCstudentsinthewholeacademiclevel．ItcanbeshowneasilythatthemeanscoreSig．=0．0010．05．ThestatisticssuggeststhattherearegreatdifferencesintheECaftertheexperimentwhilethereisnoobviousdifferenceinCCthroughonetermteaching．Thatistosay,theECstudentshavemadegreaterprogressthantheCCstudents．Abovea11．thesedatasuggeststhatthestudentsundertheStory-themeteachingperformbetterthanthosewhoarestilltaughtintraditionalmethodingrammartest．AcomparisonisalsomadebetweentheECstudents’pre—testandthepost-test．Thepurposeistocheckwhetherthestudentsmakegreatprogressintheexamthroughtheexperiment．TableThreeshowsthatthemeanscoreoftheECis81．8000inthepre—testwhilethemeanscoreis85．8333．SosuchconclusionscanbemadethattheStory-themeteachingismoreeffectivethantraditionalteachingmethodingrammarteachingforprimarystudents．Andinthepretest，althoughtheSDinEC(8．91878)isjustalittlesmallerthanCC(9．94982)，theSDinEC(8．23401)becamemuchsmallerthanCC(9．74267)aftertraining．Itmeansthestudents’improvingdegreeisnotbalanced．Inthethirdtable，theSDshowsthatthediscretecontributioninexperimentalclassisonlyalittlesmallerthanthecontrolclass．Itmeansthatthedegreeofstudents’grammarabilityinECisjustalittleconcentratethanECat27 山西师范大学学位论文thebeginningoftheexperiment．However,theSDinECbecomesmuchsmallerafterthetraining；students’SDinCCisbiggerthanECaftertheexperiment．Thatistosay,thedistributionofconcentrationinCCdeclinedwhiletheEC’Sdistributionimproved．Andallthesefiguresprovedthatthetraditionalgrammarteachingissuitableforafewstudents．ButtheStory-themeteachingissuitableformoststudents．Thegrammarteachingisdifficultforstudentsanditisbeyondtheunderstandingofstudents．Althoughsomestudentsmakeagreatprogressincontrolclass，moststudentsregressthroughthetraditionalgrammarteaching．However,moststudentscanimprovealotthroughStory-themeteachingwhichiseasytounderstand．Inteachingprocess，theteachingaimistomakemoststudentsimprove，SOtheStory-themeteachingismoresuitableandeffectivethantraditionalteachingforprimarystudents．Throughtheaboveanalysis，acondusionCanbemadethatmoststudentscanbenefitmorethroughtheStory-themeteachingwhichshouldbetriedforteachers．Andthroughtheexperiment，amoreeffectivewayforgrammarteachinginprimaryschoolisfound．4．2AnalysisofQuestionnaireAttheendofexperiment，aquestionnairewascarriedoutinexperimentalclass．ThepurposeistocheckwhethertheStory—themeteachingCanarousethestudents’interests．Andthestudents’attitudetowardStory-themeteachingisanalyzed．Therearefifteenquestionsinthequestionnaire，andthirtystudentstakepartinthetest．Table6DatafromquestionnaireinEC．28—≥∑swersStronglyAgreeUncertainDisagreeStrongly＼agreedisagreequcstions＼＼126．7％46．7％16．7％10％O％226．7％43．3％20％6．7％3．3％340％13．3％6．7％O％440％36．7％10％O％6．7％423．3％33．3％13．3％16．7％13．3％640％16．7％20％13．3％0％ DataAnalysisandDiscussion736．7％43．3％3．3％6．6％O％840％43．3％13．3％3．3％0％926．7％40％16．7％6．6％0％1040％46．7％13．3％O％0％ll33．3％40％10％3．3％1243．3％36．7％6．7％3．3％0％1330％36．7％26．7％3．3％1426．7％33．3％23．3％6．7％10％1423．3％43．3％23．3％3．3％6．7％QuestionsOneandTwofiletheinvestigationoftheirinterestsinEnglish。ThefirstquestioniswhetherstudentslikeEnglish．AndabouteightythreepercentstudentsliketheEnglishclassandseventystudentsthinkitisveryinterestingtostudyEnglish．TheconclusionisthatmoststudentsareinterestedinEnglish．Theprimarystudentsarecuriousabouteverythingaroundthem．Alsotheiractivecharactermakesthemacceptthefreshthingseasily．Theyhopetheycanhavearelaxingandcolorfulleamingenvironmentwhichallowsthemstudycomfortably．Theylikestudyinginthegames，actingkindsofleamingforms．AndthestorycontainsallthoseactivitieswhichCanarousetheirinterestsoflearning．Throughtheparticipatingtheseactivities，theirsenseofachievementisdeveloped．Andwiththestrongdesireofshowing，theyCanhaveagoodperformancewiththeencouragement．ApartofstudentsareinterestedintheEnglishjustbecauseoftheteachers．ItshowsthatagoodrelationshipbetweentheteacherandthestudentsCanaffectevenpromotethestudentsEnglishlearning．Ontheotherhand，thirtypercentstudentsarenotinterestedintheEnglish．Thefirstreasonisthattheyarenotfamiliarwiththenewlanguagewhichisdifferentfromtheirnativelanguagetotally．Thatcausesthepsychologicalbarrierwhichmakesthemlosetheinterestsoflearning．Sotheteachersshouldusethemosteffectivewaytoestablishanaturalandinterestingleamingenvironment．FromQuestionsThreetoFive，eightypercentstudentsthinkitisimportanttoleam29 山西师范大学学位论文English．Andeightysixpercentstudentsconsidertheycanimprovethemselvesthroughhardworking．Butonlythirtysixpointsevenpercentstudentsknowwhatthegrammaris．EventhoughthestudentsknowtheimportanceoflearningEnglishandtheyareconfidenttoleamitwellwiththegreatefforts，moststudentsknowlittleaboutthegrammar．SowecanknowthatgrammaristhemostdifficultpartofEnglishteachingforprimarystudents．Thegrammarteachinginprimaryschoolisnotjustteachingwordsorsongs，whileitisshouldbeenlightenedtohelpthemconstructtheknowledgeinarelaxinglearningenvironment．Thestudentsshouldconstructthegrammarpointsactivelyratherthanpassively．Forgrammarteaching，theteachersshouldenlightenthemtoformarightknowledgetothegrammarrules．Onlythisrightknowledgeisformedatthebeginningoflearningcantheymakegooduseofthepositivetransfer．Alsoforprimarystudents，theirabstractunderstandingabilityisnotdevelopedwell，SOtheteachersshouldsetvariouswaystohelpthemunderstandandpracticethegrammar．Theonlypurposeoflearningalanguageistouseitinarealcommunication．TheStory．themeteachingistousetheinterestingstorytoattractthemandhelpthemconstructthegrammarrulesintherealcontext．Itadvocatesthestudentsexperience，takepartin，communicateandcooperateintheteachingactivities．Inthegrammarteachingclass，theteachersshouldcombinetheircharacters(creative，active，imitated)withthegrammarpoints，andputthegrammarintheinterestingstoriestopracticetheirskillofusingEnglish．Eventhoughthegrammarteachingisdifficulttothem，theycanstudywellwiththeeffortsofteachersandstudents．Thegrammarteachingshouldbeenlightenedandpracticalforthem．Throughthesethreequestions，wecanconcludethatthoughthegrammarteachingisdifficultinprimaryschool，itispossibletolearnwellwiththegreatefforts．FromQuestionSix，wecanknowthathalfofthestudentsstudyEnglishjustbecauseoftherequirementofthesch001．Becauseoftheirageproblem，theirmotivationofstudyEnglishisnotstrong．SotheteachersshouldtrydifferentpositivemethodstohelpstudentsformcorrectsenseoflearningEnglish．TherequirementoftheteachingistocultivatetheirinterestsSOtheteachersshouldleadthemtolearnthecultureandthecommunicativeskillsinEnglish．InStory-themeteaching，thedifferentstoriesincludetheculture，listening，speaking，andreadingwhichareimportanttoimprovetheirinterestsforalongtime．Allinall，theteachersshouldtrytheirbesttocultivateandmaintainthestudents’interestsandthisprocessislongandbeneficial．FromQuestionsSeventoTwelve，suchconclusionsCanbedrawn．Firstly,ninetypercentstudentsarewillingtotakepartinthestoryinclassandeightythreepointthree DataAnalysisandDiscussionstudentsthilll(thenewmethodcanattractthemmoreintheclass．Itcanprovethatthenewmethodcanimprovetheirinterestsandattracttheirattentiontopromotetheeffectivenessoftheclass．Therearesomereasons．Thefirstreasonisthestorythemeteachingisbasedonthecontext．Andseveralteachingaidsareusedintheteaching，SOthemethodattractsthestudentswhoCanlearnthegrammarpointsthroughpractice．Andduringtheexperienceofunderstandingthenewgrammar,theteachertransformsthedifficultgrammarpointsintotheinterestingstorieswhichdevelopmeirimaginationanddeclinetheirpressureoflearninggrammar．ThestudentsstudyattheirbestSOt11eyCanlearnactively．Meanwhile，thestoriescontainlotsofpersonalexperiencewhichCanhelpthemsolvetheirownproblems．SoitisverymeaningfultousethestoriestoteachthemEnglishintherealcontext．Secondly,fromquestionNine，wecanknowthatseventysixpointsevenpercentstudentsaskmorequestionsmorethanbefore．Onlythroughaskingquestionspositively,Canthestudentsconstructthenewgrammarrulesandsummarizethelearningmethodswhichwillpromotetheirself-learning．ItCanprovethatthemethodCanarousetheirintereststostudyandtheyarenotforcedtostudy．Throughthiseffectivelearning，theyCanstudywellwithfewerpains．FromquestionTen，eightysixpointsevenpercentstudentsthinktheyareimportantforothersintheprocessofcooperatingstories．AndquestionElevenshowsthateightythreepointthreestudentsareconfidentthroughthestoryleaming．Andmostimportantly,throughquestionTwelve，wecanknowthatninetypercentstudentsarewillingtosharetheleamingmethodandprocesswhichisalsohelpfulfortheircharacterdevelopment．Thestudentssharethelearningprocessandtheycanleamothers’meritsandimprovetogether．Andsharingisalsousefultomakenewfriends，itpromotethewholeclasstostudywell．Moststudentsarewillingtosharethestudyingexperiencewiththeirclassmates．TheaimofprimaryEnglishteachingisthatthestudentsarewillingtointimateandspeakthetargetlanguage，participateactivelyandsharesomething．Itisalsotheadvantagesofstorythemeteaching．Soitisreflectedontheteachingprocess．Throughthegroupwork，eachstudentCanusetheirmeritstolisten，tell，actandretellstories，andeverystudentisimportantforthewholeteamandtheyCanrealizetheirself-valuewhichisveryimportanttopromotetheirconfidence．Iftheyareconfident，theirpotentialofleamingcanbedevelopedwell．ThesethreequestionsprovethattheStory·themeteachingCanimprovethestudents’self-esteem，confidenceandcharacter．FromQuestionsThirteenandFourteen，wecanknowthestudents’oralEnglishhasimprovedgreatly,especiallyindailylife．SixtysixpointsevenpercentstudentsthinktheirabilitytouseEnglishwordsandsentenceshasbeenimproved．Andsixtypercentstudents 山西师范大学学位论文considerthattheyCallusetheEnglishinthecommunication．ItmeansthatthestorythemeteachingarousetheirintereststousetheEnglishindailylife．ItisbecausetheteachersCallteachtheusageofthegrammarpointsinstorieswhichcomefromthelife．Theycallexperienceandlearnthemeaningofthelife，andtheteachingisnotlimitedinthebooks，especiallyforthedifficultgrammarpoints．ForourChinesestudents，theEnglishlearningisdepartedfromthedailylifeanditisnotpossibletocontactmuchEnglish．UsingthestoriesofreallifeisagoodwaytoexperiencelifeandthestudentsCanuseitinreallifeintum．ThecombinationEnglishteachingwiththereallife，thestorythemeteachingismoreeffectivethantraditionalteaching．FromQuestionFifteen，wecangettheconclusionthatthenewmethodishelpfulintheexam．Thisquestionaimstochecktheemotionalandcharactereffectiveness．Intheprocessofteaching，theteachergivesthestudentsmuchtimetopracticethemselves．Thestudentsarethecenteroftheclassinthelisteningandpracticingprocess．Theresponsibilityoftheteacherisjusttoorganizetheclassandmakegreateffortstoencouragethestudentstotakepartin．meanwhiledifferentformsofteachingactivitiesareusedtoattractstudents．Therefore，thestudentsarethecenterwhiletheteacheristheleadingroleoftheclass．Andwiththetimepassingby,thestudentsCanformthegoodhabitofstudfingpositively．Also，theteacherencourageseverystudenttoparticipateaccordingtotheircharacter．Theshystudentscanshowmoreinthegamesoransweringquestionsprocesswhiletheopenstudentscanbetheleaderoftheteamtobecomeconfident．Thatistosay,thestudentscangethigherscorewhichalsoCanstimulatethemtostudyharderandmakemuchmoreprogressinEnglishlearning．Agoodcyclingishelpfultoimprovethestudents’wholelevel．Fromthequestionnaireabove，threeconclusionsCanbereached．Firstly,theStory-themeteachingcanperfectthestudents’emotionalaspect．Aseverybodyknows，theemotionalimprovementisimportanttotheircharacterandhdpsthemfacethefuturechallengesconfidently．Secondly,thepositiveattitudetowardEnglisheventhelifeiscultivatedintheclass．IfthestudentshaveapositiveattitudeandtheirpotentialCanbearoused，theycanstudywell．Thirdly,theirinterestsarearousedandtheirsenseofvalueispromoted，itmeansthestorythemeteachingcannotonlyattractthembutalsohelpthemformacorrectvalues．Sointhestageofprimaryschool，thisnewmethodiscararousetheirinterestsandhelpthemformapositiveattitudeinEnglishlearningAboveall，morestudents’ofEChavepositiveanswersofthesequestions．ItcanbeconcludedthatgrammarteachingwiththenewmethodCanarousethestudents’interestsforgrammarlearning．32 DataAnalysisandDiscussion4．3AnalysisofClassroomObservationsAftertheclass，allthevideosarecollectedtocheckthetimesofansweringquestionsandtheinteractionsbetweenteachersandstudents．Theaveragedataarecollectedfrombothclasses．TheresultiSshowninTableSeven．clasSQuestionsTheinteraction西einteractionansweredAnsweredamongbetweenrequiredvoluntarilystudentsteacherandstudentsEC18342628CC28101230＼WeeklWeek2Week3Week4Week6Week7Week8＼we战＼＼class＼＼EC23474810CC234＼W色ek9Weekl0W宅ekllWeekl2WeeklWeekl4Weekl6＼week＼2class＼EC1214161814CC4764686FromTableSeven，wecanknowthatthetimesofansweringquestionsrequiredbyteachersinCCclassaremorethanEC．WecanconcludethattheteacheriSthecenteroftheclass．Thestudentsarerequiredtoanswerquestions．Themassivedrillingofgrammarmakesthestudentslackthewillingnessofansweringquestions．Theyarenotpositiveinansweringquestionsandonlyafewofstudentsanswerquestionspositively．Theyarediscouragedbythedifficultiesofthegrammar．HoweverintheEC，thestudentsarehookedbythestoryandareeagertoanswerquestions．Throughthedevelopmentofstory,thestudentscanenjoythestoryandfindthequestionsbythemselves．TheyCanunderstandthestoryeasilyandlearntouse33 山西师范大学学位论文thesentencestoactthestoryandproducethenewcreativesentences．IfthestudentsCanlcampositively,theirinterestsRaRearousedandtheyCanstudyeasily．Throughcomparingdata，wecanknowthatthestudentsareeagertoanSWerquestionsinCCwhiletheCCmoststudentsanswerbytheforceofteachers．Thenthroughcomparingtheinteractionamongstudents，wecandrawsuchaconclusionthatthestudents’interactioninECiSmuchmorethaninCC．TherearefewerinteractionsamongCCstudentsbecausetheteacheristheleaderoftheclass．Theteacherteachestherules，andthestudentsrememberitandthentheteachercheckthemasteringofrulesbyaskingquestions．TheinteractionsamongstudentsappearundertheteacherjSencouragementthroughtheactivityofaskingandanswering．WhileinECclass，thestudentsCandiscuss，tellandplayandECcreatethestoryamongthestudents．Throughtheteamwork，differentgroupsCanactthestorydifferentlywiththenewsentences．TheyfeelsuccessfulthroughtheirowneffortsandsharingtheiropinionsamongthestudentsinEC．TheirpassionoflearningisencouragedandtheyRaReeagertoactandusethenewgrammarwiththeirclassmates．TheircommunicativeskillsRaRedevelopedwhentheyusethenewgrammarinECclass，becausetheteacheristhehelperoftheclassinsteadoftheleaderoftheclasswhichisoppositetoCCclass．Sotheeffectivenessoflearningisdifferentinbothclasses．Andthestudents’interestsRaRealsoimportant，becausetheyRaRenotawareoftheimportanceoftheEnglishlearningwhichisdifferentfromthemiddleschoolstagelearning．Theycanmasterandusethenewrulesquicklythroughvariousinteractionsandcommunicationswhicharehelpfulforteamwork。FromTable8，thewholeprocessCanbedividedintothreestages．Fromthefirstweektothefourthweek，wecanknowthatthetwoclasseshavethesimilartimesofhandsup．Thetimesareabouttwo．Itmeansthatmoststudentsarenotwillingtoansweringquestionsactively．Atthebeginning，bothclassesRaReadaptingtothetwomethods．Thegrammarisverydifficultforstudents．Thestory-themeteachingisnotsuperiortothetraditionalmethod．Fromthetableabove，wecanknowthattheexperimentalclasshasmuchmoretimesofansweringquestionsthancontrolclass．Howeverinthefirsttwoweeks，bothclasseshavethesimilartimesofanswering．ThereRaResomereasons，andthefirstreasonisthatstudentsneedtimetofitthenewteachingmethod．Andforstudents，itisnoteasytodealwiththestory．Thesecondreasonisthattheteacherusethenewmethodtodealwiththegrammarandthisprocessisnewforteacher．SotheteacherandthestudentstrytheirbesttoexplorethebestwayoftheStory-themeteaching．Aftertwoweeksofusingthemethod，bothofthemarefamiliarwiththeclass，thenewteachingpatterninspiresthestudents’learningpassion．Thestudentsfind DataAnalysisandDiscussionthegrammarrulesthroughthemeaningfullisteninganduseitthroughactingstory．Theteamworkisalsoimportantforthem．TheycansolvesomeproblemsbydiscussionsandtheirconfidenceispromotedthroughtellingstoriesThestudentsareeagertoanswerquestionsaftertheyfindthejoyoflearningthestoryinexperimentalclass．Andtheycanusethelanguagetotalkwithothersandtheircommunicativeabilityisimproved．IfthestudentsCanusethenewgrammarintheirdailylife，theyCanfeelthelearningisusefulinsteadofonlyexams．Andtheirimaginationandcreativityareexploredtomakegreatprogressinthefurtherstudy．However,fromWeekfivetoWeekfourteen，theECclassstudentsmadegreaterprogresswiththetimepassingby．ThetimesofhandsupinECclassincreasefromfivetoeighteenwhileinCCclass，thetimesincreasefromfourtoeight．TheECstudentsareattractedbythestoriesandeagertoraisehandsinordertoanswerquestions．Intheprocessofactingstories，everystudentCandevelophispotentialandcompeteinagoodenvironment．Thusthestudents’socialskillsandteamworkabilityaredevelopedinthisprocess．Meanwhile，thenewmethodCancultivatetheirinterestsandtheirlistening，speaking，readingandwritingabilityispromoted．Thestudentsarethecenteroftheclassandthemiddleandshystudentsaremorewillingtoansweringquestionsthanbefore．ThestudentswhoarenotgoodattheEnglishareinfluencedbythewholeclassandtheymakemuchprogress．Onthecontrary,thestudentsmakelittleprogressintheCCclass．Therearesomereasons．MoststudentsCannotunderstandthegrammarruleswiththetraditionalmethod．Theyjustremembertherulesandpracticewithlotsofexercises．Andthisprocessisboringandmostofthemlosetheinterestsintheclass．Onlyafewgoodstudentsfollowtheteachingandanswerquestionspositively．EvenafewgoodstudentsCanunderstandthegrammar,theircomprehensiveabilityarenotpromoted．Thisboringmethodisnotsuitableforprimaryschoolstudents．Theteachersshouldtrytheirbesttodeveloptheirinterestsandhelpthemestablishgoodlearninghabitswhicharebeneficialfortheirwholelife．TheteachershouldincreasemorechancestohelpthestudentscommunicateinEnglish．Inaword，thetwomethodsshowgreatdifferenceinarousingstudents’interests．Obviously,theStory—themeteachingismoreeffectiveinarousingstudents’interestsinlearning．Therealeffectivewayistoencouragestudentstoexploreanddiscussthenewgrammarruleswiththehelpofteachers．Sothisnewmethodismoreeffectivethanthetraditionalteachingindevelopingstudents’interests．ThispatternofstoryteachinginprimaryschoolhasSOmanyadvantages．Firstly,itpresentsthelanguageinawholecontextratherthancutsthelanguageintopieces．Thefourskillsaredevelopedintherealsituation．Thisprocess35 山话师范大学学位论文notonlyfocusesonthegrammartrainingbutalsoontheirabilitiestouseEnglish．Itreducestheboringstudyintheclass．Secondly,thiskindofteachingmakesthestudentsnoticethegrammarunconsciously,discoverandinducethegrammarrulesanduseitinthelongrun．Andtheypracticeitinvariousmeaningactivities．Afterthat，theyintegratethegrammarintotheirownknowledgesystem．Insteadoftheteachersteachingthegrammarallthetimeinthewholeclass，thismethodgivesthestudentsowntimeandchancestouseanddiscovertheknowledge．Sotheirself-studyingandcooperativeabilityaredevelopedgrealy．Thirdly,thewholeprocessfocusesonthesyntaxmeaninginthecontext．Sothestudentscanformthecorrectgrammarrulesintheprocessofdevelopinglanguageskills．TheStory-themeteachingprovidesagoodchanceforstudentstopracticethelanguagepointsinameaningfulway．Anditmakesupthedisadvantagesofthetraditionalgrammarteaching．Itpromotesthecombinationoftherule，form，meaningandcommunicativefunctionofthegrammar．However,therearealsosomechallengesteachersneedtoface．36 Conclusions55．1MajorFindingsThefindingsoftheresearchhavebeensummarizedfortwopointsasfollows．Firstly,grammarteachingplaysanimportantroleinprimaryEnglishteaching．Throughthequestionnaire，wecanfindthattheStory-themeteachingismoreeffectiveinarousingstudents’interests．InEC，eightypercentstudentsmiIll(Englishlearningisimportantandei曲tythreestudentsareveryinterestedinEnglish．Throughtheobservations，wecanknowthatthestudentsinECaremoreactiveintakingpartintheclassactivities．TheclassobservationsshowthattheinteractionsinECarefarmoreVariedthanCCbetweentheteacherandstudents．AndtheinteractiveactivitiesamongstudentsinECaremuchmorethanCC．WecanreachsuchaconclusionthatthestudentsinECaremoreactivethanCC．Secondly,throughtheexperiment，thestory—themeteachingmethodingrammarismoreeffectivethantraditionalteaching．TheaveragescoreinECis85．8whiletheCCis80．6inthepost-test．Itprovesthatthestudentsmakemuchgreaterprogressthroughthenewmethod．ThedeviationinECis8．2buttheCCis9．7．whichmeansthatthenewmethodismoresuitableformoststudents．Thenewmethodismoreeffectiveforgrammarteachinginprimarysch001．SothismethodshouldbepracticedinordertoimprovetheeffectivenessofgrammarteachinginthestageofprimaryEnglishlearning．_，■T●■·‘3．ZlmOlicationsAccordingtotheexperiment，wecanknowthattheStory—themeteachingiseffectiveinEnglishteachingforprimarystudents．Firstly,thestudentsbecomethecenteroftheclass．TheyCanparticipateintheclassandimprovetheircommunicativeskills．TheyalsoCanmakegreatprogresswiththeproperguidanceoftheteachers．ThechancesoftakingpartintheclassaremuchmorethanbeforewhichCanhelpthemstudybetter．Andthestorieswhichareadoptedinclassareclosetothestudents’dailylife．SoitCaninspirethemtotakepartintheactivitiesofcommunication．Ingrammarteaching，thestudentscanmasteritthroughlistening，speakingandactingstories．Andtheylearngrammarinstories，andthestoriesincludepropercontext．Thecontextcanhelpstudentslearngrammarinanentirewaywhichisusefulforusingthegrammarintherealcommunication．Inaway,theStory-themeteachingmakesthegrammarteachingeasyandeffective．Thismethodcanexplorethewaysforstudentstoknowmorethingsexcepttheknowledgeoftheclass．Throughthecooperationofconstructingthestory,thestudents’abilitiesCanbedeveloped．Theteachersevaluatethestudentsindifferentopenwayswhich37 山西师范大学学位论文aremorevaluableforthestudents’characters．Itcanononehandimprovetheirgrammarlevelandonthehanditisusefultodevelopstudents’comprehensiveabilities．TheprimaryschoolEnglishteachingisthefirststageofEnglishteaching，SOitisimportanttocultivatetheirinterestsanddofurtherpreparationforlife-longlearning．EventhoughtheStory-themeteachingissuitableforprimarystudents，itisdifficulttocontr01．Inordertoimprovetheeffectivenessoftheclass，somesuggestionsofStory-themeteachingarepresentedbelow．5．2．1ExplorationoftheBookTheteachers’teachingisbasedonthebook，insteadofjustteachingbook．Itmeanstoexplorethebookandorganizethecontentproperly．TheteacherCanaddordeletethecontentaccordingthenecessaryoftheclass．Forgrammarteaching，theteachersmaybefamiliarwithalltheexercises，theyshouldchooseproperanddirectgrammarteachingmaterialsinordertoadapttothenewcurriculum．Beforechoosingthematerials，theteachersshouldconsidertheauthenticityfirst．Andthefactorsofintegrityandunderstandingshouldbeconsideredgreatly．Andmostofall，thematerialscouldinspiretheirinterests．Alsothematerialsshouldbesufficient．Moreover,thestudentsshouldreadandthinkthematerialsindependentlyundertheguidanceoftheteacher．Thestudentsaresupposedtosettledowntheproblemsbythemselves．Throughthecooperationwiththeirclassmates，thestudentscanacquirethegrammarstructureeasily．Andtheteachersshouldcombinetheinputandoutputtogetheringrammarteaching．Thatis，thelisteningandreadingareconsistentwiththespeakingandwriting．Thestory-tellingisnotjustthegrammarrulespresentation．Thestudentsarewillingtoattendtheclassinenergeticandactivesurroundings．5．2．2TheTeachers’MultipleRolesIntheprocessofgrammarteaching，theteachersshouldtrytheirbesttoendowtheinitiativerightstostudentsandmakethestudentsattempttostudy．Ifthestudentswanttoleam，thestudyingeffectmustbebetter．Inthewholeclass，therelationshipbetweentheteacherandthestudentsshouldbeequal．Andtheirrolecanbechangedaccordingtothenecessaryoftheclass．Theteachersandthestudentsneedexchangetheirideaswhicharehelpfultocultivatethestudents’self-studyingability．Ofcourse，theteacherplaysanimportantroleintheprocessofteaching．Intheprocessofconstructingmeaningfulstudy,theteachersarethefacilitatorsofthestudy．Alsoasthecollaboratoroftheclass，theteachershouldcheckthestudyingresultsintimeandadjusttheteachingplancorrectly．Thepurposeistocooperateandconstructagoodstudyingsurrounding．Inaword．theteachersshoulduseacreativeandopenmindtoguideclass．38 Conclusions5．2．3EmphasisontheContextoftheStoryTeachingDiscourseplaysanimportantroleinlanguageteaching(LiuDongmei，2003)．Andthediscourseisconsistentwiththegrammar．Withoutcontext，thegrammarisjustasetofruleswhicharemeaningless．Sothecontextisthebasicfoundationofcultivatingstudentstomastergrammarbythemselves．Throughthecontext，theirabilityofusinglanguageisdeveloped．OnlythestudentslearnthegrammarincontextCantlleyexperiencethecommunicatingvalueofthelanguage．NewcurriculumreformofEnglishpaysmuchattentiononthecommunicativeabilityofstudents．Sothetraditionalgrammarteachingisoutofdate．Itdoesnotmeanwecanignorethegrammarleaming．Thelanguageskilltrainingsarebasedonthegrammarteaching．Theteachersshouldgetridoftheideaofonlyteachinggrammar,andteachgrammarfixedwiththeskilltraining．Intheprocessofteaching，thestudentsarethecenteroftheclass；theircommunicativeabilityshouldbedeveloped．Thestory-tellingteachingisagoodwaytoteachgrammar．Itspracticalfunctionisvaluable．Thegrammarstudyefficiencyisimproved．Becauseofprimarystudents’psychologicaldevelopment，theirattentionlastsashorttime．SousingastoryCannotonlyattracttheirattentionbutalsodecreasethedifficultyofthegrammar．5．3LimitationsEventhoughthegreateffortshavebeenmadeinteachingtheclasswiththenewmethod，thelimitationsstillareinevitableinthispaper．Thesampleisnotverylarge．Andthechoosingofstudentsisnotrandom．Becauseofthelimitationsoftheconditions，SOtheexperimentneedstobefurtherimproved．Theexperimentlastsonlyoneterm，theeffectivenessoftheresearchneedmoretimetotest．Inthefollowingteaching，theteachersCanexplorevariouswaystoinspirethestudents’interests．Lastbutnotleast，becausethedeficiencyofthewriter’Sability,theresearchlackssomedeepnesswhichshouldbestudyprofoundly．Andthepurposeistoprovidesomesuggestionsfortheteachers．EventhoughtheStory·themeteachingisanexcellentteachingmethod，itisnottheonlywayofteachingintheclass．Thismethodshouldbeusedwithotherusefulmethods．Inaword，eventhoughthisteachingmethodisnotperfect；theteachersalsoshouldusethismethodandimprovetheeffectivenessofEnglishteachinginprimarysch001．5．4SuggestionforFurtherStudyIntheexperiment，therearesomeproblemsweneedfurtherimprovement．Thefirstkey39 pointistocontroltheclassforteachers．Theteacherneedpaymuchattentiontocontrolthetimeandorderoftheclass．Becausetheirpsychologicalandcognitivecharacter,theyareSOtalkativethatignoretheclasstime．Withthedevelopmentofthestory,theteachingactivitymaydivergetheaimoftheclass．Soitisimportanttoleadthestudentstotheteachingaim．Thepropercontrolforthewholeclassiscrucialforteachers．Ontheonehand．thesmdentsalefreetoexpresstheirideas．Ontheotherhand，theorderoftheclassshouldbewellcontrolled．ThesecondistocreatetherealcontextintheStory-themeteaching．Theteacherscallrumtothemulti—mediawhichiSalso1imited．Theteachersneeddofullpreparationtopresenttherealcontext．Thepurposeistomakethestudentsstudyinadynamicalcontext．ThestudentsmayfindtheEnglishleamingisusefulindailylifeandtheirmotivationofstudyingispromoted．Thethirdisthatitisdifficulttopayattentiontoeverystudentintheclass．TheStory—themeteachingisanentireactivityforthewholeclass；howevereverystudent’Sadvantageisdifferent．Soitisimportanttocopewiththetwopoints．IntheStory-themeteachingclass，theactivestudentsarelikelytotakepartinmoreactivitiesandtheinactivestudentsmaybereluctanttotheactivities．Theteacherscandividethestudentsintodifferentgroupswhichincludetheactiveandinactivestudentsandtheycanhelpeachothertomasterthegrammarpoints．Whenactingthestory,theteachersshouldencouragetheinactivestudentstotakepartintheactivities．AndthroughtheStory—themeteaching，theinactivestudentsmaybecomemoreactiveandconfidentandtheyarelikelyanswerquestionseagerly．Thismayimprovetheircommunicativeskills． AcknowledgementsFirst，1wanttoappreciatemysupervisor,ProfessorZhenJianfengwhogivesmealotofencouragementandguidance．Withouthersupportandinsightcriticisms，Icouldnothavecompletedthethesis．Itisherexpertisethathelpsmegothroughthehardtimesinwritingthethesis．Second，Ialsowanttothankmyparents．Theyshowmuchconcernaboutmythesisandsupportmeallthetime．Third，1wanttothankallmyteachersduringmymasterstudy．Ilearnalotfromthem．Finally,Ithankallmystudents．Withouttheircooperationincollectingthedateanalyzedinthethesis，Icouldnothavefinishedthethesis． 山西师范大学学位论文42 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AppendixIQuestionnaireI实验班调查问卷各位同学：经过一学期的学习，相信大家都取得了很大的进步。为了进一步了解大家的学习情况，进而提高教学水平，改进英语方式，促进大家的英语学习，请大家认真填写以下问卷。答案没有对错之分，只要是真实完整的答卷都为优秀。请选择你得答案。1．你喜欢上英语课吗?A．非常喜欢B．喜欢C．不喜欢也不讨厌D．讨厌E．非常讨厌2．你觉得英语有趣吗?A．非常有趣B．有趣C．一般D．没意思E．非常无聊3．你认为英语学习重要吗?A．非常重要B．重要C．不太重要D．不重要E．一点不重要4．你认为通过努力能学好英语吗?A．非常同意B．同意C．不同意也不反对D．不同意E．完全不同意4．你知道什么是英语语法吗?A．非常清楚B．知道C．知道一点D．不太知道E．一点不知道6．你学习英语的目的是什么?A．按照学校的教学规定B．按照父母的要求C．我觉得英语很有趣D．应付考试E．不知道7．你愿意在课堂上参与故事活动吗?A．非常愿意B．愿意C．不太愿意D．不愿意E．非常不愿意8．和旧方法比，新方法更能吸引你吗?A．非常吸引B．吸引C．一般D．不吸引E．非常不吸引9．你在课堂上回答问题的次数增多了嘛?A．非常多B．多了C．一样D．减少E．减少了很多lO．通过和同伴合作故事的过程中，你觉得自己重要吗?A．非常重要B．重要C．一般D．不重要E．非常不重要11．在故事课堂中，你感受到了成功的喜悦，进而自信心提高了吗?47 山西师范大学学位论文A．提高很大B．有所提高C．没有提高D．降低E．降低很多12．在学习故事过程中，你愿意和他人分享自己的学习心得吗?A．非常愿意B．愿意C．不愿意也不反对D．不愿意E．非常不愿意13．通过讲故事，你觉得自己使用英语词汇和句子的能力提高了吗?A．提高很大B．有所提高C．没有提高D．降低E．降低很多14．通过讲故事后，你在表达时能经常用到故事中学过的句子吗?A．经常用到B．偶尔用到C．没有用到D．从没用到E．不知道14．在考试当中，你在故事中学到的句子对你的考试答题有帮助吗?A．有很大帮助B．有较大帮助C．有点帮助D．没有帮助E．不知道 AppendixIIDatacollectedingrammartest前测后测＼＼缀堂＼缵＼实验班控制班实验班控制班l8474908027883808l3668293844987096734749078926926090617929096888849l87899906088481080798280ll7482778l12867l907213688072811478697668148294809016918494861774797684187880821984749278204862646021889496229284lOO86238690912474708470248494869426908894782778828328747890822980888086309084908449 山西师范大学学位论文50 AppendixIIIHIPost-testpaper尧都区2012．2013学年度第一学期期末检测五年级试题英语(满分100，考试时间60分钟)听力部分I．听录音选出你听到的单词的序号．(10分)(Samelieheadf．ootB．comeB．niceB．handB．tell()4．A．enjoyB．enoughII．听录音，为图片标号．(10分)略C．someC．nineC．heartC．feelC．eightIII．听录音，用1、2、3、4、5给下列句子标顺序．(10分)()Whataboutmilk?()Fivebottles．)Allright．Howmuchdoweneed?()Whatarewegoingtotakeonourpicnic?()Let’Smakealist．Ⅳ．听录音，选出与你听到的句子相同的一项．(10分)()1．A．Didyouseeabusyesterday?B．Didyoueatriceyesterday?C．Didyoubuyicecreamyesterday?()2．A．WhOdidyoumeetinLondon?B．WhatdidyoubuyinLondon?C．WhatdidyouseeinLondon?()3．A．Today1wonachessgame．B．TodayIhelpedmygrandfather．C．Today1wenttoschoolbybus．()4．A．Youshouldtaketherightchild．B．Youshouldnotwalkintheroad．AⅪ心弘M 山西师范大学学位论文C．Youshouldnotjumponthebed．()4．A．Itisapresentjustforyou．B。Itisabeautifulbookjustforyou．C．Itisagiftjustforyou．笔试部分(60分)V．在单词上添加字母，使它们成为新的单词．(5分)earOUrⅥ．选词填空．(10))1．Youwalkintheroad．Itisdangerous．A．shouldB．shouldnot)2．Thisgirlis——．Shecannothear．A．blindB．fineC．CanC．deafold)3．Therearetwenty-fourchildrenintheclass．Therearetwenty-fourpencils．Thereare__pencils．A．goodB．colorC．enough)4．Itismybag．Itisnot——．A．hisB．heC．him)4．Amyisafantasticsinger．SheCan——．A．singwellB．danceⅦ．选词填空．(10分)C．read1．Thereisaaboutdogs．2．Linglingisa．．．．．．．．．．．．．——goalkeeper．3．Iamgoingtomakeyoua——————cakeonyoubirthday．4．Weneedfootballforourpicnic．4．Shecan——theball．Ⅷ．读句子，选择正确的答语并把序号填在括号里．(1O分)52()1．ItisrainingandIcannotgoouttoplay．)2．WhowenttotheGreatWall?)3．DidyouwashLingling’ST-shirt? AppendixIII14．Howmuchdoweneed?()4．Doyoudoexerciseeverymorning?A．No，Ididnot．B．No，wedonot．C．SixboxesD．IfeelboredE．Damingandhisfather．Ⅸ．读句子，找出相应的图片并将其序号填在括号里．(10分)图片略()1．1wantfivebottlesofmilk．()2．Thebabyshouldholdhismother’Shand．()3．Hecanjumpreallyhigh．()4．Therearetoomanypencilsinthebox．()4．Thismanisblind．Hecannotsee．X．阅读短文，选择J下确答案．(10分)舷沂gdonglikesEnglishverymuch．Heworkshard．HereadsEnglisheverymorning。HelikesspeakingEnglish．heoftenlistenstotheradio．HewatchesTVeveryThursday,FridayandSaturday．Doeshelikedancing?No，hedoesnot．Buthelikesdrawingandsingingverymuch．Hisparentslikehim．Andalltheteacherslikehim，too．()1．WhendoesWangdongreadEnglish?A．EverymomingB．EveryeveningC．EverynightD．EverySunday()2．Whatdoeshelikedoing?A．DancingB．WatchingmoviesC．SleepingD．SpeakingEnglish．()3．HewatchesTV——．A．onlyonSundaysB．everyMondayC．everyThursday,FridayandSaturday．D．fivedaysaweek．()4．Helikes——alot．．A．drawingandsingingB．playingC．hisparentsandhisEnglishteacherD．hisparentsandalltheteachers()4．Hedoesnotlike——．A．dancingB．art53 山西师范大学学位论文C．drawingⅪ．作文．(5分)NameAgeHobbiesSchoolstartsGohome根据表格里的信息，D．P．E．Jack11Sing，playbasketball80’Sclock40’Sclock替Jack写一篇“自我介绍”． AppendixIV1VPre-testpaper尧都区2011．2012学年度第二学期期末检测四年级试题英语(满分100，考试时间60分钟)听力部分I．听录音选出你听到的单词的序号．(10分)()1．A．nice)2．A．capitalA．MondayA．houseworkA．1earnB．C00lB．riverB．SaturdayC．beautifulC．famousC．SundayB．homeworkC．houseB．1ifeII．听录音，为图片标号．(10分)C．10ve略III．听录音，用1、2、3、4、5给下列句子标顺序．(10分))BecausetolnorrowisFriday．)OnSaturdaywe’regoingtohaveapicninc!)No，1won’t．)Whynot?)Willyoutakeyourballtomorrow?Ⅳ．听录音，选出与你听到的句子相同的一项．(10分))A：Goodmorning．DamingB：Goodmorning．Lingling。)A：Didyougototheparkyesterday?B：Didyouplaywitllyourfriendsyesterday?3．()A：Whatwillyoudotomorrow?B：Whatareyougoingtodotomorrow?4．()A：Willitbesunnytomorrow?B．Willitbewindytomorrow?)A：Haveagoodtime．55弘HM 山磷师范大学学位论文B：Thankyou一、找出不同类的单词(10分)()1．A．nice)2．A．China)3．A．worse)4．A．take笔试部分(60分)B．cleverC．nineB．ChristmasC．AmericaB．youngC．strongB．went()5．A．hairB．nosej-：、选出最合适的答案。(10分)56C．danceC．eye)1．TodayisWednesdayandtomorrowisD．cuteD．EnglandD．oldD．rideD．picnicA．TuesdayB．ThursdayC．Friday)2．I"mgoingtohaveapicnic)3．1tSunday．A．inB．atC．onrainylastnight．A．wasB．willC．iS)4．1likepopmusic．IcanplaytheA．zitherB．guitar)5．Shewasfatthen．NowsheiSerhuA．shortB．10ngC．thin)6．SanyaisafamouscityinChina．It’SintheA．east)7．【amsix．1was)8．LilyisB．northC．souththen．A．sevenB．nineC．fiveShedoesn’tliketalkingwithothers(其他人)．A．shyB．famousC．cute)9．Therearemany——ontheriver．A．boatsB．carsC．buses)10．Amyhelpshermother．Damingplaysonthecomputer．Amyis．．．．．．．．．．．．．．．——thanDamingA．betterB．worseB．good 三、选词填空(每洞只能用一次)。(10分)about，naughty，bigger，cooked，with1．ThisisNancy．Sheis2．It’Sabook3．OnMonday．1willplay一，一，4．Beijingis5．Yesterdaymymotherpandas．myfriends．thanTianjin．noodles．四、在II栏中选出l栏的答语。(10分)()1．Areyoucool?()2．Washeoldthen?)3．Didyoudanceyesterday?)4．CanyouspeakEnglish?)5．WhatisthecapitalofChina?II栏A．No．hewasn’t．B．BeijingisthecapitalofChina．C．No．I’rnnot．D．Yes，Idid．E．Yes，ICall．矗、连词成句，注意大小写和标点符号。(10分)1．you，ball，will，your，tomorrow，take(?)2．English，American，people，in，speak(．)3．1isten，yesterday，to，you，did，music(?)4．I，goswimming．will，Monday，on(．)5．will，do，Robots，everything(．)六、读短文，判断正(T)误(F)。(10分)ItwasSundayyesterday．Theweatherwasfine．JimandTolnwenttotheZOObybike．Theysaw(看见)manyanimalsthere．Theywereveryhappy．Ateleveno’clock，theywerehungryandthirsty．Sotheyboughtsomehotdogsmadsomemilk．Theyhadthemforlunch．ThentheyplayedintheZOO．Theyjumpedandran(跑)，andthenJimfbllandbumpedhisarrn．57 山西师范大学学位论文()1．Theweatherwasfineyesterday．)2．Theywenttotheparkbybike．)3．Theysawmanyanimals．)4．Theyhadsomebreadandmilkforlunch．()5．Jimbumpedhisleg．58 PublishedPapers对小学英语课堂中交际情景的研究．2011．《山西师范大学学报》(自然科学版)研究生专刊第二十五卷．59 山西师范大学学位论文