词汇作为语言学习的基石，其重要作用不言而喻。词汇呈现作为词汇教学过程中的一个重要环节，近年来也受到越来越多的关注。基于认知叙事理论，参考熊沐清和邓达(2010)提出的叙事教学法，笔者将叙事运用到词汇教学中去，以叙事词汇呈现作为一个新尝试，试图探究其对学生词汇学习的影响。本文旨在探究以下研究问题：
（1）与传统的单词表呈现方式相比，叙事形式呈现对学生词汇学习是否存在差异？如果有，体现在哪些方面？
（2）对于不同认知风格的学生来说，叙事形式呈现是否存在差异？如果有，体现在哪些方面？
本研究选取北京某中学初一年级两个班的学生作为实验对象，分别对实验班和控制班采用叙事形式和单词表形式呈现词汇进行词汇教学。与此同时，将学生的认知风格这一因素考虑在内，采用认知风格图形测试对实验对象进行一一判定。结合实验前后的两次词汇测试以及认知风格图形测试所得数据，采用SPSS23.0和Excel 进行分析和处理，其中涉及的统计方法有：描述性统计分析，独立样本T检验、配对样本T检验、单因素方差分析和多重比较分析。
研究结果显示：（1）在词汇知识识记方面，单词表呈现更显优势，词汇知识运用方面，叙事呈现优势明显；（2）在词汇学习观念及策略方面，实验班学生表现出对于叙事的兴趣；（3）对于不同认知风格的学生而言，不同的词汇呈现方式优势不同。在叙事呈现中，场依存的人词汇学习效果最佳，优于场过渡型和场独立型；在单词表呈现方式下，结论则反之，场独立型的词汇学习效果最佳。
基于上述结论，本研究得出以下启示：（1）教师要根据所了解的学生词汇学习情况，有的放矢地选择词汇呈现方式。（2）就教学材料而言，教师要敢于创新，突破教材的封闭形式，努力发掘其叙事性；（3）教学活动的设计要以学生为中心，关注学生个体的认知差异，因材施教。

As the foundation of language learning, vocabulary plays an important role. More attention has been paid to vocabulary presentation in recent years due to its importance to the vocabulary teaching process. Based on Cognitive Narratology and with reference to the narrative teaching approach proposed by Professor Xiong and Deng (2010), the narration was applied to vocabulary teaching and employed as a new attempt to explore its influence on students' vocabulary learning.  In the present study, its aim is to explore the following research questions:
(1)Does the narrative-form presentation affect middle school students differently, compared with the traditional word-list presentation? If so, to what extent? 
(2)Does the narrative-form presentation affect differently middle school students with different cognitive styles ? If so, to what extent? 
In this study, students from two classes in the first grade of a middle school in Beijing were selected as subjects. The vocabulary teaching was presented in the form of narrative and word-list for the experimental class and the control class respectively. At the same time, taking students’ cognitive styles into account, the cognitive styles figure test was used to judge the two groups individually. Combining the results of two vocabulary tests with the results of the cognitive style figure test, the data were analyzed and processed by SPSS23.0 and Excel software. The statistical methods involved in this study are descriptive statistical analysis, independent sample T-test, paired sample T-test, One-way ANOVA analysis and multiple comparative analysis.
The results show that: (1) The word-list presentation has more advantages in terms of recognizing and memorizing words while the narrative-form has better performance about comprehensive application; (2) Students in EG showed an interest in narrative-form in terms of vocabulary learning beliefs and strategies; (3) For students with different cognitive styles, different vocabulary presentation modes have different effects. In the narrative presentation, the vocabulary learning effect on people who are field-dependent is superior to the field transition and the field independent types; while the conclusion is opposite to in the word-list presentation.
Based on the above conclusions, this study draws out the following implications: (1) Teachers should choose the vocabulary presentation modes according to the known situation of students’ vocabulary learning; (2) As far as teaching materials are concerned, teachers should dare to innovate and break through the closed form of them, and strive to explore their narrative nature; (3) The design of teaching activities should be student-centered, paying attention to the cognitive differences and their aptitude of individual students.