利用英文歌曲提高英语口语 16页

　　利用英文歌曲提高英语口语----英语教育论文-->HoproveSpokenEnglishbyEnglishSongs[Abstract]Becauseofdifferentfactors,especiallythemothertongue---Chinese,manyEnglishlearnersinChinaarepoorinEnglish.ThenhoprovespokenEnglishandspeakfluentandpureEnglishbeesabigproblem，thoughtherearenotafeanyfactshaveprovedthatEnglishsongshaveapositiveeffectonEnglishlearning.Therecreatearelaxingatmosphere,increaselearners’interestandbuilduptheirconfidence.Additionally,becauseofpositiveinfluencesofmusic,thesimilaritiesbetofmusicandthatofspokenEnglish,andtheadvantagesofEnglishsongs,Englishsongsplatanimportantroleinhelpingemberingandaccumulatingvocabulary,learningforeignculture,anddevelopingsensitivitytoEnglishthatareallimportanttotheimprovementofspokenEnglish.Sointhispapertheauthorbringsforthatentativeidea,thatis,toimprovespokenEnglishbyusingEnglishsongs.[KeydevelopsindepthinChinainrecentyears,theimprovementofspokenEnglishisingtosuchaprominentpositionthatmoreattentionhastobepaidtoit.HoanyEnglishlearnerstodayarestillspeaking“Chinglish”,ainpurposeoflearningacertainlanguageisjusttomunicate.Andsuccessfulmunicationneedsbetteroralexpression.AsasecondlanguageinChina,Englishisnotsoeasytomaster,especiallyspokenEnglish.eanstopracticetheirspokenEnglishaspossibleastheycan,thentheyaresuretomakegreatprogressandatlastseeasatisfactoryresult.Asamatteroffact,attheverybeginningofhumansociety,ostofthenationsexpressedtheirhappiness,anger,griefandjoybymeansoftalkingandsingingintheiroetheearliestsimplefolktune. entofhumansociety,thiskindoflanguagearthadbeenimprovedalot,thus“songs”ongpeoplecaneintobeing.Obviously,mostpeoplelovemusicandlovesongs.Noansjustliketoexpressthemselveswithgongs,thenw-->hynottakeadvantageofEnglishsongstoraisespokenEnglish?2.Theoreticalfoundation1.1Positiveeffectsofmusicandimportanceofmusicintelligence2.1.1PositiveeffectsofmusicMusic,asoneoftheoldestformsofart,hasmanypositiveeffects.Underarelaxingcondition,ourbrainreceivesneationfromoutsidetothegreatestextent.“Scientistshavefoundthatthespeedandrhythmofmusicnotonlycancontrol,therhythmofhumanbody,butalsohasadirectinfluenceonhumanbrain.Pleasantmelodycancheerupaperson,makeapersonfullofhighspirit,andevenbringoutaperson’sactivemood,emorizethingsmorequicklyandhelptokeepthemforamuchlongertime.”[1]Singingisaneasyemorizingsomething.“MelodyseemstoactasapathoracuetoevokethepreciseinformationMurphey(1990)definesthe‘song-stuck-in-my-head’phenomenonasamelodicDin,asan(in)voluntarymusicalandverbalrehearsal.MurpheyalsohypothesizesthattheDincouldbeinitiatedbysubvocalrehearsal.”[3]“Musicseemstoleaveaparticularlydeeptraceinourmemories:thiscouldbeduitothefactthatitisrelatedtoaffectiveandunconsciousfactors.Itcouldalsoberelatedtothehypothesisthatitislessenergy-demandingbecausemusicalperceptionstartsbeforebirth.”[4]And“accordingtoMurphey’sanalysisoffiftypopEnglishsongsselectedfrom‘MusicMedia’,aspopsongsareeasy,fullofemotions,alittledialoguesinlife,theyare goodformemorizingsomething.”[5]So,bystrengtheningEnglishlearners’musicalmemory,theappropriateforeignsoundsmemory,andthusbeaccessibleforsubvocalrehearsal.AsemorizeEnglishusichasuchpositiveeffectsasarementionedabove,akeuseofEnglishsongstomemorizeandenlargeEnglishvocabulary---usic.2.1.2Importanceofmusicintelligence“Gardner(1983)pointedoutinhis‘theoryofMultipleIntelligences’that‘Humanhassevenbasicintelligences,oneofusicintelligence.’Hebelievesthatmusicintelligenceisakindofabilitytofeeltherhythm,melodyofmusic.Itreferstosensitivitytobeat,pitch,strength,etc.,andresponsetoemotionalmeaningscontainedinmusic.Thoseusicintelligenceusuallyhaveanintuitiveandpleteunderstandingoflanguage.Researchershavefoundthatdevelopmentofmusicintelligenceseemstohavesomekindofconnectionentoflanguageskills.Whateverageandusicintelligencedevelopsbettershowgreaterabilityindistingui-->shingasterpronouncingskillsbetter.”[6]AstudymadebyPeiZhengusicintelligenceandstudents’Englishlisteningabilityandspeakingability.”[7]TheresultofherstudytellsthatEnglishlearnersshoulddeveloptheirmusicintelligencethroughvariousactivitiesrelatedtomusicinordertoheightentheirsenseofrhythmandinturntoimprovetheirspokenEnglish.DuanRuiling(1997)evermentionedthat“students’bigattainmentinmusic,orhighmusicintelligence,hasapositiveinfluenceontheirpronunciation.”[8]Takefamoussingersforexample,althoughthey haven’tspeciallystudiedEnglish,theyareabletolearnEnglishsongsquiteejustbylisteningtoandimitatingthesongsforseveraltimes.Theycandosousicthattheyhavereceivedhelpsthemimprovetheirlisteningabilityandincreasetheirsenseofrhythm,portantroleinspokenEnglish.MusichasagreatpositiveeffectonthedevelopmentofEnglishskills.“Thehigherone’smusicintelligenceis,themoresenseofrhythmofspokenEnglishhehas.AccordingtoFonsecaMora(2000),musicnatureoflanguageinfluencesanEnglishlearner’spronunciationandeventheilaritiesbetofmusicandthatofspokenEnglish2.2.1AnalysisoftherhythmofspokenEnglish“The’stemfromtheGreekoc’icproperties.Englishisofnoexception.Itisatypicalrhythmicallanguage.“Stress-timinginEnglishisasignificantfactorthatmayseriouslyhinderlearners’effectivemunicationiflearnersfailtoproducesatisfactoryrhythmicpatternsintheirspeech.”[11]Indeed,rhythmplaysakeyroleinEnglishlearning.CorrectrhythmofspokenEnglishmakesoralexpressingclearandfluentandeasytounderstand;mayleadtounnaturalexpressing,andevencreatemisunderstandingunication.So,forEnglishlearners,itisaastertherhythmofspokenEnglish,thatis,tospeakEnglishaccordingtotheinherentla.Inthefirstplace,fluentandidiomaticspokenEnglishrequiresgoodmandoftherhythmofspokenEnglish.Itisnotenoughonlytopronouncesingleinate“Chineseaccent”,theyhavetoputsingle.“FluentspokenEnglishisnotthesimpleaccumulationofaseriesofpronunciationsofwords.Actually,becau-->seoftherestrictionofrhythm,onlythoseesoundsoftheitted.ThusthereisastrikingcontrastbetoniousrhythmofspokenEnglishalsoneeds thecoordinationofsomeimportanttechniques,suchassoundlinking，co-articulation,pause,etc.Undertheinfluencesofsoundlinkingandco-articulation,pronunciationsofsingleayinfluenceandperateoneanotherfromtimetotime.Consequently,evenforthoseeasoothstreamofrunningaginehoore,theintelligibilityofspokenEnglishmakesgoodsenseofrhythmanecessity.Englishisatypicalrhythmicallanguage;andrhythmisadistinctivecharacteristicofspokenEnglish.“InspokenEnglish,thoseotherlanguageisEnglishofspokenEnglish,sotheyspeakEnglish.usicandlanguageshareseveralfeatures.Ontheonehand,bothstemfromtheprocessingofsounds;ontheother,bothareusedbytheirauthorsorspeakerstoconveyamessage,althoughlanguageismuchmoreprecisethanmusic,ainlyemotional.Onanotherlevel,musicandlanguagehaveintrinsicfeaturesinmon,suchaspitch,volume,prominence,stress,tone,pausesandrhythm.”[14]Soundsaretherootsofbothmusicandspeech.ThemelodicapproachtolanguagelearningismainlybasedontheevidencethatmusicalityofspeechhasaneffectnotonlyonthepronunciationskillsofEnglishlearnersbutalsoontheirentirelanguageacquisitionprocess.Firstlet’sseeasentenceoftheEnglishsong—RedRiverValley:--------51│3333│3323│21--------Fromthisval-leytheysayyouaregoing,```“Iti-->sobviousthatthethreeeofeachsection,thatis,onthebeatorsecondarybeat.The’,‘this’,‘they’and‘are’arenotkeye.asteryoftherhythmofmusiccanbegreatlyhelpfultothelearningoftherhythmofspokenEnglish.Theirsimilaritiesareasfolloelodyofmusic, stressisrhythmentofthemelody.And“Englishisastress-timedlanguage.”EachEnglishsentenceismadeupofrhythmgroups.Ineveryrhythmgroup,nomatterhoanysyllables,thereisonlyonestressedsyllablesimilartobeatinmusicandthisstressedsyllableplaysakeyroleintherhythmofspokenEnglish.(ii)RegularityoftheAppearanceofStressTherhythmofmusicisregularlyrepeated;andtherepetitionisverystrict.Thisisanimportantfeaturethatmakesmusicdifferentfromnoise.TherhythmofspokenEnglishalsohasthefeatureofregularity.StressinspokenEnglishappearsinaperiodicalanifestationoftherhythm.(iii)Stressisnotusedtomarkoffdifferentsensegroups.Inmusic,stressisrhythmbutitisusedtomarkoffsensegroups.InEnglish,stressisonlyusedtomarkoffdifferentrhythmgroups,notsensegroups.ManyEnglishlearnersconfuserhythmgroupsportantfactorinthemakingofrhythm.BothmusicandspokenEnglishhavepauses.InspokenEnglish,therearemanykindsofpauses,suchasphoicpause,grammaticalpause,etc..InailaritiesbetusicandspokenEnglishtellusthatenoughattentionshouldbepaidtomusicinpracticingspokenEnglish.akefulluseofthesesimilaritiestopracticespokenEnglish.icalbeautyofspokenEnglishandtrytomastertherhythmofspokenEnglishbyusingEnglishsongs.Thenthiswillbringtw-->icetheresultunication,actually,bothlisteningandspeakingbelongtooralactivities.Aslisteningandspeakingaretainformsinmunication,theyarecloselyrelatedtoeachother.Listeningisaprocessofreceivinginformation,andthelisteneristryingtounderstandtheinformationreceived;ation,andthespeakerisexpressinghimself/herselfby employingind.Listeningandspeakingbothdealoteeachother.“AccordingtoStephenKrashen,anAmericanpsycholinguist,‘Languageinputesbeforelanguageoutput.”Listeningisessentiallyaprocessofinformationinput;itisaprocessofreceivinganddecoding;ationoutput;itisaprocessofcodingandtransmitting.Thereforelisteningisthebasisandpremiseofspeaking.Toimprovespeakingability,itis,aboveal,necessarytoimprovelisteningability.Theultimatepurposeofimprovinglisteningistoimprovespeaking--toenhancemunicationability.’”[17]Inshort,alargeamountofauralinputoflanguageisgoodforeffectiveoraloutputoflanguage.GoodspokenEnglishneedslotsofauralinputoftheEnglishlanguage.eanstoreceiveasmucheffectivelanguageinputaspossibleinordertoimprovespokenEnglish.3.CharacteristicsandAdvantagesofEnglishSongsEnglishsongsarefullofrhythmsandemotions.Changeoftherhythmisobvious;asforvoesyllablesarealsolengthened.TherearequitemanyadvantagesofEnglishsongs,ospherethatmakesthelearnerfeelrelaxed.Thus,thelearnertendstobemoreouthtospeak.Heorsheusic.ulated.3.2EnglishsongsaregoodforlearningpronunciationandrhythmListeningtoandsingingEnglishsongsasmoreaspossiblecontributesmuchtolearningaccuratepronunciation,intonationandrhythmofspokenEnglish.RealEnglishsongs---sungbyforeignsingers---alaticpronunciationandgoodrhythm.FromEng-->lishsongs,s,assimilation,co-articulation,elision,stress,rhythmandsoonandsoforth.FluentandclearspokenEnglishneedsthesephoictechniquesbecauseoftheirgreatimportanceinconveyingmeanings effectively.Fromtheearlyfolksongssungbytheblacktotheblues,thentojazzandfromtherhythmicbluestomodernrockmusic,allofthemrepresenttheinnerrulesofEnglishrhythm.ThestylesoftheseEnglishsongsatthesametimecorrespondtoagreatextenttotheexaggeratingmethodsortechniquesofpronouncing.Hereisasimplesonginily:“`eand`seemy`family,︶`Underthe`old`apple`tree!︶`Thisismy`father.︶`Hoe.”︶︶︶Inthissong,thetechniqueofsoundlinkingissoobviousthatakeuseofittoachievefluencythatisanimportantfactorinspokenEnglish.3.3EnglishsongsareasourceofauralinputEnglishsongsareakindofespeciallygoodlisteningmaterial.paredaterials,theyaremoreinteresting,motivating,attractiveandunforgettable.Theyareneverdull.Asismentionedinthispaper,listeningiscloselyrelatedtospeaking,andmorelanguageinputishelpfulformoreeffectivelanguageoutput.ListeningtoEnglishsongsasoftenaspossibleisinsomeprovementofspeakingability.InaatepurposeoflisteningtomoreEnglishsongsistoimprovespeakingability.3.4Englishsongscontainamountsoflanguageknoainlyreflectsins,expressions,sentencepatterns,andalso“spokengrammar”[18].Actually,spokenlanguageisnotmerelyavariantof“correct”s.Rather,thespokenlanguage,particularlytheinteractivediscourseof nativespeakers,incorporatesformsthatareostimportantly,meaningful.Duetothedynamicinteractivenatureofthespokenlanguage,manyofthesefeaturesarenotorcannotberealizedinmorestandardizeds.InspokenEnglish,ple,aybe“I”)isleftouthere.Thiskindofellipsisphenomenonoccursfrequentlyinoralmunication.Asany-->martorememberandthentousefreelyandcorrectly;andusuallytheyseemtobesodullordifficult.Inspiteofthis,foreffectiveoralmunication,itisstillquitenecessarytomasterasmanyaspossible.ThenlearningEnglishsongsmaybeanotbadchoice,becauselyricsofEnglishsongscontainalargevocabulary,sentencepatternsandspokengrammar.Besides,pleandvivid,andmostofthemarethoseusedindailylifeoftheostofthemareshort,conciseandauthentic.Forexample,inthesongCasablanca,thereisamonexpressionthatisextremelyuseful:“astimegoesby”;andinthesongYesterdayOnceMore,eans“recall”.Next,therearemanysimilarexpressionsthathavethesamepragmaticfunction.Ifany,ple,inthesongEasye,EasyGosungbyGeorgeStrait,therearemanyusefuldailyexpressionsaboutsayinggoodbye:“Goodbye”,“Fareasbodiesthedevelopmentofsociety,eoremeaningsoranentirelydifferentmeaning;somearenotusedanymoreorareusedjustonafeostmodernonstratedbythefactthatinallculturessingingsongs…hasalostportanteventsinlifeandhavetransmittedagooddealoftraditionalculture,…’”[19]AsmanygoodEnglishsongsexistforquitealongtime,theycantellusmuchinformationaboutsomethingaboutthecultureofacountryandsomethingaboutthehistoryofacertainperiodofacountry.ThroughlisteningtoandlearningEnglishsongs,EnglishlearnerscaneasilylearnmuchaboutEnglish-speakingcountries’culturesofcustomsthatcanberatherusefulforbackground knoulation—speakinggoodEnglishneedssomebackgroundknople:SomesentencesofthesongSilentNight:“RoundyouVirginMotherandchild!”-->“Shepherdsquakeatthesight!”“ChristtheSaviorisborn!”“Jesus,Lord,atThybirth.”[20]Allthesesentencesmentionedabovetellustheimportantthingsaboutthefamousforeignholiday----ChristmasDay.Fromthissong,anyusefulassuchas“VirginMother”,”shepherds”,“ChristtheSavior”,“Jesus”,etc..Andation(tobemoreexact,indandusedunication.InthesongDanceCarol,thereissuchasentence:“Easterasisdoneiflent…”[21]Fromthissentence,portantknoas.Thusemberthisveryeasilyandkeepitinminforalongtime.Fromanothersong(children’ssong)Rain,Rain,GoAountsofrainfallandchangeableeeteachotherlikethis,“Lovelyday,isn’tit?”Onceoon?”Here,“thebluecorn”referstoakindofcorninAmerica.Everyyearees,themoonhappenstobepletelyround.So“thebluecornmoon”refersto“nightofharvest”.[22]Therefore,tospeakmoreauthenticEnglish,uchaboutakingstupidmistakesinrealmunicationanyaspects.SotospeakidiomaticEnglish,ontopics;andeveniftheyfindone,theycan’tfindenoughuchhelpinaticvocabulary.Englishsongscontainavarietyofthemes,suchaslove,peace,hero,encouragement,friendship,etc..AllofthesearegoodthemesandcanbeusedastopicsinspokenEnglishpractice.-->NT> 4.FeasibilityofusingEnglishsongsMostpeoplelikemusic.“Asoraevermentionedinherpaperlikethis:“Yetstudentslovedoingactivitiesrelatedtomusicintheirfreetime.iddleSchoolofLongyan.Inthequestionnaire,thereissuchaquestion:“DoyoulikelisteningtosomeEnglishsongsoreEnglishvideosinclass?”Intotal,sixtyquestionnairesentionedabove,thereareeighty-sevenpercentoftheseyoungpeoplechose“Idon’tknochose“Idon’tlike”.ThisresultshoostoftheseyoungpeoplelikeEnglishsongsintheprocessofEnglishlearning.Inaostpeoplelikemusic;songsaresobeautifulthatpeopleasanaidoflanguagestudy.Additionally,asthesocietydevelopsatanacceleratingspeed,thereismoreandmoreaccesstoEnglish.Inmodernusiciseveryosteveryan,CDs,mp3,mp4,puter,andespeciallyMTV.Noongpeople,especiallyyoungpeople.ItcanbemadefulluseoftolearnEnglishsongseasilybecauseMTVcarriesagooddealofinformation,suchasculture,art,sociallife,etc..Inconclusion,becauseoffondnessofsongsandmuchaccesstoEnglishsongs,asentionedinpartthreeofthispaper,itispossibleorfeasibletouseEnglishsongsforimprovingspokenEnglish.5.HoproveOralEnglish5.1.SelectGoodEnglishSongsFirst,accordingtothetheme:Therearevariousthemesofsongs,suchaslove,peace,hero,encouragement,friendship,etc..InthefolloeEnglishsongsforchoice.Songsaboutlove:LoveMeTender,CandleInTheeHome,CountryRoad,Superstar,TheoonRiver,RightHereWaiting,TieAYellooryOfYou,EdeleiseDon’teEasy,There -->YouyGoldenSun,MyLittleTable,etc.;Adults’songs:EyesOnMe,YesterdayOnceMore,BigBigeofthesong.Step2.Listenforthesecondtimeandthethirdtime;trytomakeouteveryetimepayattentiontoebylookingatthelyricofthesongandthistimefocusontherhythm,especiallythe.Step5.SingthesongtothemusicaccordingtothesimilarcharacteristicsofmusicandtheEnglishlanguageuchattentiontosomegoodbyheart.Step7.SingthesongilartotheoriginalsingingaspossibleandtrytosingtheproveEnglishpronunciation,tomasterEnglishrhythm,andthentoimprovespokenEnglish.Certainly,tomakemoreprogress,largeamountsoflistening,imitatingandpracticingisneeded.Itisbettertotakeoffalittletimefromthescheduletopracticeearnestlyeveryotherday,becausesuccessoftenresultsfrompersistence.Hereisanexample:Asisknoanyofthenamesofthesestatesarenotsoeasytopronounceaccuratelyandrememberehelpbecauseitcontainsallofthefifty-onestatesinthelyric:“Th-->eUnitedStates,theUnitedStates,IlovemycountrytheUnitedStates,There’sAlabama,Alaska,Arizona,Arkansas,California,Colorado,ConnecticutandDelaotionsandrhythm,singingaloudelodyandthemusicalityoflanguageisusefulformemorizingentionedinpartty-head”phenomenonisamelodicDin.AndalsoaccordingtoMora,musicmayleaveaverydeeptraceinourmemories;melodyissimplylikeacuetobringtomindtheaccurateinformationelodyandrhythmarehelpingemberingauthenticandaccuratees,onecan atleastsayouthalfofthesestates’names.He/Shecansaysomethingaboutthesong.He/Shemayknoeofthestatesveryself/herselflikethis:“Iknoerica,oneethingaboutsomeofthesestates.5.3ent,retellingorstory-telling,performanceandsoon.Forexample,afterlearningthepopularoldsongAuldLangSynes,thetopic“friendship”canbediscussed.AnothersongTieaYelloovinglovestory.ethingabouttheheroininthislovestory.Theycanevenhaveafurtherdiscussionabout“love”.Forexample,thequestion“up,Englishsongsprovidelotsoftopicsfordiscussion.SolongastheyareusedinaneffectiveuchgoodtotheimprovementofspokenEnglish.5.4provetheirspokenEnglish.Sele-->ctionofEnglishsongsissoimportantthatEnglishteachershavetochooseamongthatmanysongscarefully.TVisalsoakindofresourcethatcanbemadefulluseoftolearningEnglishsongs.Recently,MTVisbeingmoreandmorepopular.SomegoodMTVmadeinEnglishcanbringlotsofbenefitsforEnglishlearners.AsMTVcarrieslotsofinformation,itishelpfulforstudentstolearnforeignhistory,culture,sociallife,art,etc.,anyattractingpicturesanddifferentcharacters,sothesequestionscanberaisedfordiscussion:(1)IntheMTV,anyandanycolorshaveyoufound?(4)Doyouthinkthepicturesareproperlyusedtotellthestoryinthesong?(5)Doyouthinkthemusicmatchthepictures?AlltheseactivitiesmaybeofbighelpforimprovingstudentsspokenEnglish.Oncetheirinterestisarousedandtheirconfidenceisbuilt,openingthemouthasoftenaspossibletospeakEnglishbeespossible.6.Conclusion Englishlearningisreallyalonghardprocessthatrequiresalotofeffortsandtechniques.Duringthisprocess,asweallknow,t-->hebiggestproblemishoaticEnglish.ThesimilaritiesbetusicandspokenEnglish,andthecharacteristicsandadvantagesofEnglishsongstellusthatusingEnglishsongstoenhancespokenEnglishcanbereallyanotbadchoice.Fromtheaboveanalysis,provespokenEnglishinmanyaspects,suchaspronunciation,vocabulary,senseofrhythm,etc..VariousthemesandrichcontentofEnglishsongsofferagoodmanytopicsforthepracticeofspokenEnglish.AlltheadvantagesmakeusbelievethatextensivelisteningandimitatinganddiscussingcanbringlotsofbenefitsfortheimprovementofspokenEnglish.Obviously,itisfeasibletomakeuseofEnglishsongstogetridof“Chineseaccent”.FeelbeautifulEnglishinbeautifulmelody;practicespokenEnglishbysingingaloud---EnglishsongsasanaidofimprovingspokenEnglishoreandmoreattentionandoreandmorepopularityinthenearfuture.Bibliography[1]赵颖、李爱华.音乐和英语单词记忆[J].大学英语，2003，6，P40[2]FonsecaMora.Foreignlanguageacquisitionandmelodysinging[C].ELTJournal54,2000,2,P150[3]同[2]P150[4]同[2]P150[5]裴正薇.音乐智力对英语听说的影响[J].西安外国语学院学报，2004年第12卷，第3期，P35[6]同[5]P35[7]同[5]P37[8]同[5]P35 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