Teaching in an Entertainment Way —Implication of Songs in English ..

Abstract

Since quality education advocated, some achievements have been made in English teaching in China. However, listening is the week point for the students. With the rapid social development in China, the traditional language teaching method cannot fit the requirements of the society and need to be improved, especially in listening. In the four skills, listening, speaking, reading and writing, listening makes the first place, which tells it significance. The poor listening of the students makes it hard for them to improve their communicative ability. Although the traditional teaching methods also sometimes pay attention to the listening aspects, it cannot fit the new situations and new changes during the new times, especially on the aspects of listening content and listening skills. This paper, based on the famous Lozanov’s suggestive Teaching theory [1], music and songs can be used as an effective technique in foreign language teaching. Songs can arouse students’ interest towards language study and help to form their linguistic sense. This essay gives a brief introduction to the reasons why English songs can be used in middle school and high school English class, and how they are effectively used. Therefore through this thesis research the English listening teaching can be improved as well as the entire English teaching of our nation.

Key Words: foreign language teaching; English songs; teaching method

摘要

提倡素質教育以來，我國英語教學取得了很大的成就。隨著中國社會的快速發展，國際交流對英語的巨大需要,傳統的教學方法已經不能適應現在社會的發展趨勢，培養出來的人才已經不能符合新的英語需要標準，尤其是聽力方面，因為聽力居于聽說讀寫四個基本技能的首要位置,因此顯得尤其重要。但是，聽力仍然是學生學英語過程中的一個薄弱環節。聽力差使學生們很難提高他們的交際能力。盡管傳統教學方法也照顧到了學生的聽力能力和聽力技巧,然而日新月異的新環境和新情況還是需要傳統教學做出很大的改變，尤其是在聽力的內容和針對性方面應作出一些改變.本篇論文根據洛扎諾夫的暗示教學法理論，指出了在外語教學中音樂和歌曲都可以作為有效的教學手段。歌曲能極大地激發學生學習興趣，從而有助于增強對目的語的語感。本文分析了英文歌曲可以作為教學材料用于英語教學的原因，并簡要介紹了英文歌曲在初高中英語課堂是如何被應用的,從而可以找到新時代環境下我國英語聽力教學的新的有效方法，從而提高我國整體英語教學水平。

關鍵詞：外語教學；英文歌曲；教學法

CONTENTS

摘要

Abstract

Introduction   …………………………………………. …………………… ……………..1

I. Music (includes songs) and Language Learning ……………………………….  1

II. English songs and English Classes……………………………………………4

2.1  In listening class ………………………………………. ……………….4

2.2  In writing class ………………………………………………………….6

2.3  In grammar Class  ………………………………………. ……………8

2.4  Others………………………………………. …………………………. 10

III The Selection of English Songs…………………………………………10

3.1 Being suited to students’ English learning capacity………………………11

3.2 Being closely related to English teaching…………………………………11

3.3 Having the function of inspiring and 

encouraging the students ……………………………….…………………  11

IV The magic of English songs…………………………………………………..12

4.1 Voice-training skills……………………………………………………….12

4.2 Enhancing vocabulary and sentence memory……………………………..12

4.3 The solutions to Grammar point…………………………………………..13

4.4 Learning of cultural background…………………………………………..13

References………………………………………….……………………………15