写作能力的培养是我国中学英语教学的主要目标之一。然而，多年来写作教学一直被忽略，重点被过多地放在了语法、词汇和阅读上。究其原因，是因为写作对学生的要求相对较高，加之班级人数过多、教师批改任务重等因素，造成教师不愿教、学生害怕写的情形。很多中学生渐渐地对写作失去了兴趣和信心。有研究者和教师证明故事教学法能够提高学生的语言技能特别是口语表达能力，同时还能够提升学生对英语写作的兴趣和自信心;还有研究者提出该教学法能够提高学生写作水平，但是尚缺乏科学实验论证。所以，该研究提出研究假设:故事教学法能够提高学生的英语写作能力，并且提升他们对英语写作的兴趣和自信心。 本研究的研究对象是河南省平顶山市的某普通中学初二年级二个班级的74名学生。研究工具分3类:1)双组实验前测试、后测试和延时测试设计;2)对作文样本试卷的复合句运用、连接词运用和思路拓展进行分析;3)对实验组的两个问卷调查和对学生的访谈。除了实验组使用故事法进行创造性写作训练、对照组使用传统方法训练外，两个组在其它方面完全一致。5个月的实验以后，使用SPSS18.0对所有数据进行T实验和描述统计，结果如下:1)实验前的前测试数据显示，实验组和对照组英语写作水平基本一致，然而，后测试数据及延时测试数据均表明，在英语写作水平上实验组比对照组取得了更为显著的提升，并且实验组在后测试及延时测试中均没有表现出显著性差异。 2)对作文样本的进一步分析表明，实验组在复合句运用，连接词运用及思路拓展方面均优于对照组。 3)对问卷调查的数据分析和访谈资料表明，在运用故事法教学后，实验组的学生对英语写作的兴趣更高、信心更强。据此可以得出结论:故事法教学有助于提高初中学生的英语写作水平，而且具有较长期效果;故事法教学使学生对英语写作的兴趣更高、信心更强。

AN EMPIRICAL STUDY ON THE EFFECTS OF STORYTELLING ON JUNIOR HIGH SCHOOL STUDENTS’ WRITINGABSTRCTDeveloping basic writing ability is one of the chief aims of English teaching in secondary schools. However, writing has been neglected for many years while great emphasis has always been put on vocabulary, grammar and reading. The reasons are the relatively higher requirements of writing, large writing classes and heavy burden of teachers. Many high school teachers thus dislike teaching writing and students are afraid of writing. Many students’ interests in writing gradually decline and correspondingly their confidence wanes. Some researchers and teachers advocate the Storytelling Approach. They argue that this method can help to enhance students’ interests and confidence, and to improve their English skills especially speaking competence. So this dissertation aims to use the Storytelling Approach to enhance junior middle school students’ wring abilities as well as their interests and confidence.The subjects in this research are 74 Junior 2 students in two parallel classes of a junior high school in Pingdingshan of Henan. The research instruments consist of three kinds: (1) pre-test, post-test and delayed test in both EG and CG; (2) analysis of the sample writings in both EG and CG; (3) two questionnaires and interviews in EG. The Storytelling Approach and creative writing are employed in the experimental group while traditional teaching method is used in the control group. SPSS 18.0 is employed to analyze the quantitative data. After the 5-month experiment, the researcher acquires the following findings: (1) In the pre-test before the experiment, both EG and CG are almost at the same level in English writing proficiency, while in the post-test and delayed test, the students in EG make greater progress in writing, especially in terms of content, vocabulary and thinking exploration, than the students in the control group.(2) The sample writings in the experimental group are of better quality than those in the control group. (3) The students in EG are more interested and confident in writing than before. Therefore, conclusions can be drawn that the Storytelling Approach is effective in improving junior high school students’ English competence and it has relative long-term effects. The storytelling Approach also helps to boost students’ interests and confidence in writing.