Chapter One Introduction
1.1 Background of the study
The current situation and problems in vocabulary teaching request to researchers find thenew methods as soon as possible. The reform of high school vocabulary teaching must beenforced. lAccording to the new curriculum criterion in senior high school, students’ average levelshould pass grade eight and master 3300 words, 400-500 phrases and collocations. Atoutstanding level, they need to master 4500 words and a certain number of phrases andcollocations. The new curriculum also requires that students as well as understand and expressdifferent function, intention and attitude, use words describe complicated things, behavior andcharacteristics, explain concepts, etc. Obviously, grade nine standards will be higher. But now,the high school students’ vocabulary is far from satisfactory.According to the statistics done by some scholars, we can know the current High schoolstudents’ English vocabulary learning.The statistical result of College freshman vocabulary is 2202 by Xia (2017). And thestatistical result of college students' entrance vocabulary is 2234 by Chai (2017). High schoolstudents are measured by Fu in 2017 and the vocabulary are only 1665. The other result of thesame kind of test is 1620 by Ma in 2017. And the result of grade three students on high schoolis that they only know 1965 words of more than 3000 new curriculum standard vocabulary byWang (2017). Although the geographical, textbook differences may influence themeasurement results, the results prove the lack of high school students’ vocabulary. As weknow in learning English, if you do not have enough vocabulary, you can not read andunderstand the English materials quickly. Mastering and using vocabulary correctly is thebasis for further learning.
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1.2Significance of the Study
The current situation of high school English vocabulary teaching has been mentioned inchapter one. The distance between high demand and low-efficiency is very large. Soresearchers and the general educators need to find some reasonable and effective ways toimprove this situation as soon as possible. The key word of the thesis is Narrative Approach.It is an idea about language teaching，英语论文范文，proposes a narrative method in foreign languageteaching. Connecting the narrative approach to high school English vocabulary teaching is anew attempt. It can change the current situation of high school vocabulary learning. After theusing of narrative approach, students can get on well with the vocabulary learning. There is acertain practical and theoretical significance. From the point of view of practical significance:this thesis is a new attempt to teach English vocabulary from a new perspective and providean application example for further research on narrative approach. From the other point ofview of theoretical significance: it also can enrich the applicable field of narrative approach.
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Chapter Two Literature Review
2.1Vocabulary Researches and Vocabulary Teaching Approaches at Home and Abroad
Most people admit that vocabulary teaching is in the important position, but comparedwith the grammar teaching and other parts of the language teaching, the related research isvery weak. They think grammar is more important than vocabulary. In the past the way，英语毕业论文
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