英语专业论文模板.doc

潍坊科技学院本科毕业设计(论文)题 目xxxx 院（系）外国语学院 专业 英语/朝鲜语 学 号 xxxxx 学生姓名 xxx 指导教师 xxx 起讫日期2012年12月20日2013年5月20日 设计地点 潍坊科技学院/实习单位 16 The Application of English Songs in College English Teaching A Thesis Submittedto Faculty of International Studies of WUSTin Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByGao WenyanSupervisor：Tian GuoweiMay, 2013Abstract(此部分要写250个单词)Good English songs are harmonious in rhythm of lyrics. Some of the lyrics itself is a beautiful lyrics, which echoes with the consensus of the listeners. The great charm of English songs enhances students interest in English learning. The students cognitive abilities in primary and secondary schools are not strong, while the students in colleges or universities possess more understanding abilities based on their higher language level. So the supplementary role of English songs in this stage of English teaching is relatively prominent. With the high-speed development of audio-visual technology, many elements of English songs suitable for teaching can be fully dig out and used in all aspects of teaching, which makes most students have great enthusiasm in learning English. At the same time, English teachers in colleges or universities should be noted that English songs used in the English teaching process must be carefully selected in style and contents, and that English songs should be used as supplementary tool at the appropriate time in class.Key words: English songs; college English teaching; application摘 要优秀的英文歌曲歌词都音韵和谐,有的歌词本身就是一首优美的抒情诗,引起听者的共鸣，使人感受英语的魅力增强英语学习兴趣。中小学校的学生认知能力尚不健全，而高等院校的学生理解接受能力较强，语言水平较高，所以歌曲在这一阶段的英语教学中的辅助作用相对突出。伴随着视听技术的高速发展，英文歌曲中所包含的适合教学的元素可以被充分的挖掘出来，并且应用到教学的各个环节，使英语学习散发出迷人的魅力，吸引广大学生对英语学习的热情。但是，高等学校的大学英语教师需要注意的是，教学过程中使用的英文歌曲从歌曲风格到歌词内容都必须精心选择，而且只作为辅助教学 的工具，在适当的时机巧妙的引用到课堂中。关键词：英文歌曲；大学英语教学；应用 Table of ContentsAbstractI摘要Table of Contents Chapter One Introduction1Chapter Two The feasibility of the application of English songs in teaching22.1 Technology condition22.2 Features of English songs22.3 Students attitudes toward the application of English songs in English teaching2Chapter Three Application53.1 In word (vocabulary & pronunciation) learning53.2 In grammar learning63.3 In listening teaching73.4 In speaking teaching83.5 In reading teaching93.6 In writing teaching93.7 In translation teaching103.8 In culture teaching11Chapter Four Issues to pay attention to in the process of choosing songs124.1 The content of English songs124.2 Styles of English songs134.3 When to apply13Chapter Five Conclusion15Reference16Appendix17Acknoledgement.18Chapter One Introduction“Interest is the best teacher.” Taking this as the directive instruction, teachers take great pains making class interesting. With the development of science and technology, cultural products of many elements such as class games, video watching, using of power point, song singing are applied in teaching to attract students attention to learning.Listen to English songs in the English class is not new, but as a part of the teaching programs in the classroom, English songs applied in serious language teaching appears in recent years. Some research has been done by professors at home and abroad. Millie Greenbush, an American ESL experts compiled a set of textbooks of six volumes from elementary to advanced (with cassette) titled Sing, It! Learning English Through Songs in 1996. At Early times, the Department of Foreign Languages, East China Normal University compiles Introduction to Listening (Zhang Milan, 1983), which mainly practices in singing along with lyrics and the election of rhymed words. Another textbook prepared by the Department of East China Normal University Foreign Language Teaching University English - Focus Listening (Yu Some, Li Hailing, 1997) have more teaching content of English songs, mainly practicing in the form of lyrics filling in the blank.In this paper, the application of English songs in college English teaching will be studied in details. This thesis explores feasibility and application of English songs. Chapter Two The feasibility of the application of English songs in teaching2.1 Technology conditionAt first, the development of modern audio-visual technology supplies the objective condition for the application of English songs in teaching. With the supporting of multimedia means, the lyrics can give students a new stimulus of visual and auditory, improve the students listening and speaking abilities and make them have interests in English learning.2.2 Features of English songsThe melodies of English songs are beautiful and the lyrics are simple and vivid. Most English songs are melodic, strong in sense of rhythm and rich with real scene. Language materials of these songs are native and real. With lively rhythm, it is easy to catchy, to learn and to remember. Therefore, it has great advantages in the enhancement of interest in English learning and language sense. It is more efficiently to learn English in a relaxed learning atmosphere created by application of English songs in teaching. Just as Sarah Connor sings “People have always been singing. To wipe away tears to ease all the pain (oh). Music has always been healing. Some people just sometimes and others again and again and again. So we hope that today you are ready to understand. Whenever youre falling down. Hopeless and pushed around. Find your own melody. Trust me that music is the key. It makes you feel proud and strong. Helps you to carry on. If you are down on your knees. You should sing it with me. Music is the key.” Newhan (1995-1996) once proposed that songs can help learning of skills and language. He believes that the right brain is in charge of music composition, while the left brain is for memory and learning. And songs are compatible with both of these two factors, which can train the left and right brain at the same time and improve memory.2.3 Students attitudes toward the application of English songs in English teachingPrimary school students and middle school students are different from the university students as their vocabulary is not so largeYoung college students are in the stage where self-awareness is enhancing and where view of the world is being steadily formed. It is a bounden duty for English teachers to carry out the education of a correct outlook on life and view of the world. But the serious standard school education which is too didactic makes students easily reverse to teaching psychologically. For English learning, they are no longer satisfied with only learning language knowledge and communication skills in college English classes. They are more eager to take language as a tool, a means to help them open the door to the unknown exotic. As an important component power of the worlds popular culture, English songs greatly meet the requirements of the students. The songs carefully selected by teachers can broaden students horizons, broaden their knowledge and deepen their understanding of the history of the English-speaking countries. It can also enable the students to absorb the essence of excellent foreign culture. And at the same time, it improves the cultural quality the students possess. The content reflected in the songs is closely related to the development of the students themselves. The rich philosophy conveyed in excellent songs virtually purify the heart of the students and cultivate the sentiment of the students.The following survey analysis based on this background shows what is mentioned above. The questionnaire was carried out in college school English teaching. 84.85% of them are university and college students. Most of them like listening to English songs, while few of them are good at singing these songs. 66.67% of these students replied that their teachers seldom apply English songs in English class, and 27.27% of them can listen to English songs only when having a new lesson. 18.18% of the students think that it helps their teaching a lot to listen to English songs. Over half of the students in this survey consider it helpful to apply English songs in English teaching. Most of them are students in medium level, while only 9.09% are excellent in English. Over three quarters of these students hope that their teachers would more often apply English songs in English teaching. And 69.70% of them look forward the application of English songs to active the class atmosphere. More than 90% of these students believe that they can learn something in English songs, such as, words, grammar and culture, etc. The spiritual spurring songs and cheerful bright songs are more popular among the students.From the above questionnaire analysis, we can obtain that almost every English learner likes listening to English songs. Besides enjoyment, we can also get access to materials to apply in different stage of English teaching from excellent English songs. Chapter Three ApplicationThe next thing that calls for our attention is how to bring about the educational value of English songs in EFL classroomsSome specific practices adopted by the researcher are recommended here as initial attempts to integrate English songs into various aspects of 1anguage skills-vocabulary, grammar, listening, speaking, reading, and writing in English teachingThe details of the application of English songs are as follows:3.1 In word (vocabulary & pronunciation) learningVivian Cook wrote in the book that “how well people remember something depends on how deeply the process it. Repeating words as strings of sound is low-level processing and badly remembered. The meaning of words together within the whole meaning of the sentence is the deepest level of processing and ensures the best memory.”Some words and phrases that appear in the lyrics are difficult indeed. But to teach these words in a melodic content appears easier and more effective. The rhythm training, many language experts proposed, leading to the fail of many second language learners because they do not properly grasp the rhythm of target language, while being interfered by their first language rhythm. Teachers can introduce the rhyme and rhetoric to the students, then read the lyrics along with the music, and ask several students to read out the rhythm of this song, to consciously develop a sense of rhythm.Songs can be used to teach natural pronunciation efficiently. Native singers pronunciation provides a model for EFL learners. By repeatedly listening to and learning to sing songs， students will gradually correct their errors and achieve a more native-like pronunciation. Moreover, to sing an English song well also demands familiarity with a number of phonological rulesFor instance, liaison, loss of explosion, assimilation, voicing，deletion, insertion and so on are the most common phenomena that occur nearly in every English song.Take liaison, reading the end (consonants or vowels) of the former word and the beginning (vowels) of the latter word together, as an example. It is fully used in songs.3.1.1 Consonant + vowelUnder this circumstances we should read the end consonant of the word as the beginning consonant of the next word which begins with a vowel. For example, in the song of “Hold on Till the Night” there are many liaisons. “But were afraid of losing. Watching from over here. Its hardly worth competing. Im almost out of here. While breaking a heart thats beating. Just as I start giving up. Im not backing up. Run into the light. Get out of your own way. Not afraid to fight. Believe in what you say. Ill hold on till the night”. The words between which there is a “” are words sung linked. But it sounds like two linked words rather than one word. The |m| in “from over” sounds not as heavy as it is pronounced in word “move”. 3.1.2 Vowel + vowelFor smooth sake, native pronunciation read the preceding words end vowel and the latter words first vowel together, avoiding the pause between these two words. Just as Babyface sings in the song “When Can I See You”- When does my someday begin. When Ill find someone again. And what if I still am not trulyover. What am I supposed to do then. Please hear what Im saying. “Truly over” must be read together rather than read separately.3.1.3 |r|+ vowelLetter “r” and letter “re” usually do not pronounce, for example, teacher, there. If this word is followed by a word which begins with vowels and related closely in meaning, then read the “r” or “re” as |r| together with the following word. For example，there are, for ever, “When does youll-get over it begin?” In modern English it may also read separately, for example, fire engine.3.2 In grammar learningVivian Cook also wrote that “Grammar is knowledge in the mind rather than rules in a book; one crucial end-product of teaching is that students should be able to know language in an unconscious sense so that they can put it to good use.”Some typical grammatical phenomena often appear in lyrics of songs. In a lot of songs some of the lyrics are repetitive, and this repetition enables students to repeatedly get in touch with a variety of language forms contained in the song. The most obvious example would be Donna Lewis “I Could Be the One”-I could be your worry partner. I could be your socialite. I could be your green eyed monster. I could be your force of light. I could be your temple garden. I could be your tender hearted child. I could be ordinary. I could be the one. Now I would lie here in the darkness. Now I would lie here for all time. Now I would lie here watching over you. Comfort you. Sing to you. By listening to this song, students can easily come to the conclusion and remember that the form of verbs used after the modal verbs is the primitive verb. Another example is Justin Biebers “Never Say Never”- Now hes bigger than me. Taller than me. And hes older than me. And stronger than me. And his arms a little bit longer than me. The comparative degree is repeatedly used in this part.Songs are not always composed of simple sentence structure or grammar For instance, in the song of “Nothings Gonna Change My Love for You”-If I had to live my life without you near me. The days would all be empty. The nights would seem so long. With you I see forever oh so clearly. I might have been in love before. But it never felt this strong. Our dreams are young and we both know. Theyll take us where we want to go. Hold me now touch me now. I dont want to live without you. Nothings gonna change my love you for you. You oughta know by now how much I love you. One thing you can be sure of. I never ask for more than your love. Nothings gonna change my love for you. You oughta know by now how much I love you. The world may change my whole life through. Nothings gonna change my love for you. This song contains a lot of grammars: condition subordinate clause, object subordinate clause, subjunctive mood, etc.Listening to English songs easily review grammatical structures in 1earners both conscious and unconscious memory. Its unexpected teaching effects will startle you. 3.3 In listening teachingExcellent English songs which are good both in lyrics and music are good listening material itself. Exports suggest that conscious attention to information will improve all the other aspects of listening, which is hardly justified by the research described here. If word access, parsing, and memory processes are improved by these activities, this is an accidental by-product. Perhaps listening cannot be trained directly and the best teacher can do is devise amusing activities during which the natural listening processes can be automatically activated.Slow English songs are more likely applied in listening classes. For the rhythm is affable, the singer enunciates clearly. For instance, “You Raise Me Up” of Westlife- When I am down and oh my soul so weary; When troubles come and my heart burdened be; Then I am still and wait here in the silence. Until you come and sit awhile with me. You raise me up so I can stand on mountains; You raise me up to walk on stormy seas; I am strong when I am on your shoulders; You raise me up To more than I can be. Or Amy Diamonds “Heartbeats” is also a slow song which can be used as listening material. At the first time of song broadcasting, teachers can ask students to listen to the song completely and grasp the main meaning of the song. At the second time of broadcasting, teachers can ask students to take dictation of the lyrics and dictate the whole lyrics. For difficult songs like songs sung by Lady Gaga, Avril Lavigne, Britney Spears, etc. the teachers may apply the blank filling of partial words or sentences to improve students listening ability.A good listening comprehension lays the corner-stone for developing other skills in foreign language learning3.4 In speaking teachingLearning to sing the song at the same time of appreciation is very helpful to improve the level of oral-English.Play “As Long As You Love Me” of Backstreet Boys in the class. Let students close their eyes and listen to the song deeply in thought. After the listening the song, ask the students some questions like follows:a Can you express your feelings after listening to this song?b What kind of person do you think the singers are? Does it agree with your previous impression?c Do you long for such a love as described in the song?d How many kinds of love can you name?Teachers might le