外语专业毕业论文《学唱英文歌曲对英语学习的重要性》 15页

题目:学唱英文歌曲对英语学习的重要性学生姓名：XXX学号06050X0X系别：外语系专业：英语班级：2006级（X〉班指导教师：XXX二0—二年 ThesignificanceofEnglishsongsinEnglishlearningAThesisPresentedtoSchoolofForeignLanguagesShangraoNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofBachelorofArtsByVeaSmithUnderthesupervisionofChinaveaApril2012 AbstractThepaperaimsatanalyzingthefunctionofEnglishsongsinthecourseoflearningEnglish.Songisnotonlyaformofmusic，butalsoaveryimportantkindoflearninginstrument.Englishsongscanhelpstudentsconquernotonlypronunciation,improvetheirsenseofrhythmandtone，butalsoheightenthecross-culturallearningawareness，andinspiretheirinterestandmotivationinwriting.Throughmyresearch,moststudentsthinkEnglishsongsareusefultoEnglishlearning.IwilldemonstratemyresultsandfigurestoshowthefunctionandtheimportanceofEnglishsongsinlearningEnglish.TheconclusionisthatEnglishsongsarehelpfultoEnglishacquisitionandEnglishlearnersshouldmakeuseofthemtolearnEnglish.KeywordsEnglishsongs;Englishlearning;learninginstrument摘要木文旨在分析英文歌曲在提高英语中的作用。歌曲不仅是音乐的一种形式，也是学习的一种工具。英文歌曲可以帮助学生战胜发音问题，提高他们的韵律，并且提高跨文化交际意识，激发他们的在写作方面的学习兴趣和动力。通过我的研究，大部分学生都觉得英文歌曲对英语学习很重要。我会通过我的调查结果和数据显示英文歌曲对英语学习的重要性。结论是英文歌曲对英语的掌握有重要作用，英语学习者应该充分利用他们来学习英语。英文歌曲；英文学习；学习工具 ContentsAbstract(English)Abstract(Chinese)IntroductionThenecessityofusingEnglishsongsinEnglishlearningThesignificanceofEnglishsongsinspokenEnglishliaisonincompleteplosiverhythmandtoneblurtingoutbeautifulsentencesThesignificanceofEnglishsongsinwritingThesignificanceofEnglishsongsincrosscultureawarenessResultsConclusionsAcknowledgementsBibliography•1.2..3.3"4..5..5,5•6..8.8..9..910Appendix 1.IntroductionRecently，IhavemadeasurveyaboutthesignificanceofEnglishsongsinlearningEnglish.Itwasasurveyamongabout100sophomorestudentsmajoredinEnglishfromShangraonormalcollege.MostofthembelievethatEnglishsongsarehelpfulintheirspeaking，writingandcultureawarenessandtheyshowinterestinhowEnglishsongsfunctioninlearningEnglish.IthasalsoprovedthatmoststudentscannotspeakfluentEnglishfromtheinternetsurvey.Facingthereality，inthelisteningstuffofEnglishpublishedinthe1980s，theeditorsalreadyhadaquiteclearknowledgeoftheuniqueroleEnglishsongsinpromotingEnglishteaching.FromtheinternettherearealsoalotofarticleswrittenaboutimprovingEnglishbysingingEnglishsongs“YoucanincreaseEnglishProficiencywhenyoulearnEnglishsongs-Whetheryouhavealittlesonordaughterwhoistryingtolearnaforeignlanguage，oryouaretryingtolearnoneyourself，youshouldnotunderestimatethepowerofsongs!Theuseofmusicandrhythmisanancientwaytoteachnewlanguagesandsurprisinglyenough,itisagoodtechniquethatcanbeintegratedintotoday1lessons.You’llfindthatwhenyoustartsingingsongsinalanguagethatisforeigntoyouthatyourabilitytopronouncethewordsandputsentencesandgrammartogetherbecomesimproved.LearningEnglishandotherlanguagesthroughsongscanmaketheentireprocesssignificantlyeasierforyou.’’(Refertonote1).“TheownerofalargechainofEnglishschoolsinBrazilsuggestedtomethatadultcontemporarypopsongswhoselyricscontainedconcentratedareasofgrammarwouldbeofgreatbenefittoESLstudents.”(Refertonote2).Forinstance,“InAndOut”waseditedbyShanghaiForeignLanguagePress，widelyusedaslisteningmaterialsforcollegestudentstopractice.Inprimaryschool，numerousEnglishsongsarearrangedtohelpstudentstocultivateandstimulatetheinterestoflearningEnglish.Suchas“HappyBirthdaytoYou”，“AreYouSleeping”“DoeRayMe”，“HandsUp，HandsDown”etc.ThoseEnglishsongsarenotonlyaimedatcertainpurposewhichhadbeenmentioned，butalsoenlargingvocabulary，improvingpronunciationandwriting,breakingthedrearyatmosphereinclassandheighteningthecross-cultureawareness..IhaveconductedresearchwhichstudentsagreewiththeimportantroleEnglishsongsplayinaboveaspects.Apparently，theyknowthatEnglishsongsarenecessaryinhelpingstudentstoimprovetheirEnglish.“Thereisapositiverelationbetweenmusicintelligenceandstudents’Englishlisteningabilityandspeakingability.”(PeiZhengwei,2004:35)ThevitalpointisthatEnglishsongshaveadirectrelationshipwiththesoundwhichis relatedwiththesoundinthelanguagethatstudentsspeak.Oncetheystarttoopentheirmouth,theycanspeakwell.1.ThenecessityofusingEnglishsongsinlearningEnglishThereisnodoubtabouttheimportantrolewhichEnglishhasplayedintheworldtoday.Everywhere,nomatterthecountryislargeorsmall,peopleowntheirlanguage,andusesitforcommunication.Thefrequencyofspeakingisdefinitelyhigherthanthatofwriting.AsanEnglishlearner，heorsheshouldgaintheabilityofcommunicatinginEnglish，sothatthereisanecessitytolearnspokenEnglishwell..However,manyChinesepeoplearespeakingchinglishalthoughstudentsgetatleastsixyears’Englishteachingintheirmiddleschool.Thisshowsthattraditionalteachingmethod，knownas“cram”or“duck-style”modelforalongtime，lacksofvitalityandinterestandignoresthecommunicationfunctionofEnglish.IsolatedgrammarstructuresandsentencerulesmakelearnersfeeldullintheprocessofEnglishlearning.Itsdirectconsequenceisthatthestudentsbecomepassivelearners.Graduallylosingenthusiasmbecomesstudents’mainproblem.Theyburythemselvesinpursuinghighermarksintheirpapertest，whichonlyincludereading,listening，writingexceptoralpart.Thatseemstoofferreasonableexcuseforstudentstoavoidspeaking.Thatusuallyhappensinmiddleschools,especiallyinhighschool.TheyignoretheapplicationofEnglish，anddonotknowthatEnglishisalanguageinwhichmostofthetimeisusedinspeakingratherthanwriting.Hence，itisurgentforthemtorealizethefactthattheyshouldattachmuchimportancetospokenEnglish.Thattellsusthatitisinevitableforustoarosestudents’interestandpaymoreattentiononspeaking.Musicmakesitpossible.Atthebeginningofhumansociety，mostofthefarmersexpressedtheirfeelingsbysinging.Nowthatpeopleholdadeepaffectioninsongs，whichhaveaprominentsignificanceonlanguagelearning,becausetheycanmotivestudentstolearnandmakelearninginteresting，whynottakeadvantageofsongstopracticeoralEnglish?Songsandlanguagehastwosamefeatures，oneistoconveythemessage，andtheotheristheprocessionofsounds.WespeakbrilliantEnglishfromfouringredients:pronunciation,intonation，rhythm，andthecomponentofwhatwesay(weregarditaswords).Wecanchangethelastoneatwill.Buttheotherthreeelementsneedtopracticewiththepassageoftime.AnEnglishsonginvolvespronunciation,tune,rhythm，lyrics.ComparedwithspeakingEnglish，singinganEnglishsongalmostaccordwiththeformer.Singingissortofspeaking.Sinceweknowthetruth，wecanimproveourspokenEnglishandtheabilitytocommunicateinEnglishbysingingEnglishsongs. Musicperceptionstartsbeforebirth，soitislessenergydemanding.Pleasantmelodycancheerupaperson，whichcanhelpthebraintomemorizethingsmorequicklyandkeepthemforalongertime.SostudentscanmakeuseifEnglishsongstomemorizewordsandenlargevocabulary.Andmusicprovidesarelaxingcondition，inwhichstudentscaneasilyreceivetheinformationnaturally.Peopletrendtolearnmoreandbetterwhentheyarehappyastheirmindsareinagoodorder.“Happypeopleareproductivepeople”astheElaineonesaid.EnglishsongscanstimulatethecentralnervoussystemofEnglishlearnersthroughsoundwave，asaresultakindofgoodemotionscanbedeveloped;itcanevokespiritandarouseintelligenceactivitiessothatcognitiveandemotionalpsychologicalofEnglishlearnerresonancevicariously.Thusthehappyfeelingcomesintobeingwiththebeautifulmelodyflowingintheair，andthatbenefitsthelearningmotivation.EnglishlearnerswilllearnfasterandmorelikelytospendmoretimeonpracticingspeakingEnglish,andimproveitdramatically.Italsohasprovedthatdevelopmentofmusicintelligenceseemstohavesomekindofconnectionwiththedevelopmentoflanguageskills.Whateverageandwhicheverkindofdrawbackinlanguage，thosewhosemusicintelligencedevelopsbettershowgreaterabilityindistinguishingwordsoundsandmasterpronouncingskillsbetter.Peoplealwayslikethesongswhichexpresstheemotions.Whenalanguageisusedbysingingandlisteningtothesongs,thefunctionofcommunicationhasbeenbroughtout.1.ThesignificanceofEnglishsongsinspokenEnglishStudentscanbenefitgreatlyfromsingingEnglishsongs，astheywillpracticeandcorrecttheirpronunciation.“Thepaceofsongsissometimesfastandsometimesslowwhichrequiresmoreaccuracyinpronunciation,liaison，skimming,stressetc.isespeciallyhelpfultothepronunciationofEnglishlearners”(XuPing,2008:53-55).1.1LiaisonThereisnodoubtthattherearemanyliaisonsappearinginEnglish.Let’shavealookatthedefinitionofliaison:liaisonmeansthelinkingofsoundsorwords.Thisisatermusedinphonologytorefertoonetypeoftransitionbetweensounds，whereasoundisinsertedattheendofaword,ifparticularly，thefollowingwordbeginswithavowel,andliaisonalwaysappearsinasenseofgroup.Thefinalconsonantoftheproceedingwordisunitedtotheinitialvowelofthenextwordinthesamesensegroup.WhentheEnglishlearnersbegintosingthesongwithlotsofliaison,theywillstarttohandlethemintheprocessofsinging,ortheywillendupwithwrongvoice，asthepacesoftherhythmswaitfornoman.Furthermore，italsosoundsmorebeautiful. Forexample，“youreyes”alwaysappearsinEnglishsongs，anditfrequentlyuseliaison，reads[jo:raiz]，“Inyoureyes，Ifoundthegreatestsurprise(fromThatWhereYouFindTheLove)”，“Whenthestarsareinyoureyes，andthesuninhersmile(fromWestlife)”.“HereIam”reads[hioraisem]whenthesingersingingthesongHereIAm，respectivelysungbythebandAirSupplyandsingerBryan.Anotherexample,whenwesingingthesong“NeverSayGoodbye”.IfIcouldtakethismomentforeverTurnthepagesofmymindToanotherplaceandtimeWewouldneversaygoodbye.Wcwilladmitthatthosewordsarcsungintheformofliaison.If^Ireads[ifai]，pagesofreads[peid3zsf]，placeandreads[plcisasnd].ThetechniqueofsoundlinkingissoobviousthatwccanuseofittoachievefluencywhichisanimportantfactorinspokenEnglish.Inthecourseofsinging,studentscanlearntheskillofliaisonspontaneously.Afteralongtimeofpracticing，studentsutterlymastertheabilityofliaison.1.1IncompletePlosivePlosiveisaconsonantsoundthatismadebycompletestoppingintheflowofairoutofyourmouthandthensuddenlylettingitout.Forexample,whensayingbort.whenaplosivesoundnotactuallypronouncedbutonlythespeechorgansarcputtothepositionforitandtheclosureisheldfortheusualtimeofpronouncingit，itisknownasincompleteplosive.Ittakesplaceinawordwhenaplosiveisfollowedimmediatelybyanotherplosive，orafricative.Itmayalsotakeplaceatthejunctionofwords.IncompleteplosivealsoplaysanimportantroleinoralEnglish.Lotsofstudentscannotspeakfluentlybecausetheydon’tknowhowtohandleitintheapplicationofspeakingEnglish.ButthroughsingingEnglishsongs，studentsgraduallyholdthetechniqueofincompleteplosive.AstherearcagreatdealofincompleteplosiveinEnglishsongs，studentsarcabletomasteritbyimitation.Forexample，studentswilleasilyfoundthattheMichaelLearnsToRock’spopular“TakeMeToYourHeart”havetoskimalotpartsiftheywanttosingafair-soundingsonglikethesinger.HidingfromtherainandsnowTryingtoforgetbutIwon’tletgoLookingatacrowdedstreet ListeningtomyownheartbeatSomanypeopleAllaroundtheworldTellmewheredoIfindSomeonelikeyougirlTakemetoyourheartLyricsinthesesentences“but，won’t,let，at,street,heart”skims［t］，“around，find”skims［d］，“take”skims［k］pronunciationinthepracticalsinging.Inaword,studentscanmastertheabilitytoskimthepronunciationof［p］，［b］，［t］，［d］，［k］，［g］properly.Whenanyofthosephonemesappearsinthesongs,itshouldbeskimmed.1.1RhythmandToneTocommandexcellentspokenEnglish,studentsnotonlyneedcorrectgrammarsandwords，butalsohaveagoodrhythmandtone.BeautifulEnglishsongsaredifferentfromnoisebecausetheyhavenicerhythm，whichcausesanicemelody.Inarhythmgroup，asyllableisstressedsimilartobeatinmusicandthisstressedsyllableplaysakeyroleintherhythmofspokenEnglish.Therhythmofmusicisregularlyrepeated，whichisalsoafeatureinspokenEnglish.WhenonecansinganEnglishsongwell，hewillnaturallyknowwhichsyllabletostress，andmastertheregularityofthesentence，nowhowtopauseandspeed.TheseappearinaperiodicalwayinspokenEnglish.Whenonehasmasteredthesewell，hisspokenEnglishwillhaveagoodrhythm.Infact,singingissortofspeaking.ToneisalsoanimportantfactorinspokenEnglish.WhenonesingsanEnglishsong，heimitatesthepitchofthewords，andhewillputalltheemotionintoit，spontaneously，hehasagoodtoneofEnglish.1.2BlurtingoutbeautifulsentencesJustas“youcanbetheoneyoujustwannabe”，peopleliketodeliverthemselvesthroughsingingsongs.SingingEnglishsongsmeansspeakingEnglish.Singingthelyricsmeansspeakingthewordsandsentences.Sometimesthisactionisevensuperiortoyourownwords，forthelyricsarckindofart.Thereby,youcanpracticeyourspokenEnglishbysingingEnglishsongsinstead.Andinsteadofboringstudymethods，singingsongshasgreatmaneuverability.Youcandoiteverytimeandeverywhere.Aftersomanytimesofsinging,Englishlearnerswillmemorizethelyrics.Recitingthelyricswillbeaseasyasfallingoffalog.Thelyricswillstayintheirmindunconsciously;theyimprovetheirstandardofspokenEnglishunconsciously.Wheneverthewordsarcneeded，theywillbeabletoblurtoutelegantwordsunconsciouslybecausethelyricsbecometheirownwordstoexpressthemselves.Forinstance,whenexpressingthedeeploveforthebeloved,thelyrics“bringyoueverythingyouaskfor，nothingisaboveme(fromwhenyoutellmeyouloveme)” canbeblurtedoutbyEnglishlearners.Whenexpressinghowstrongtheresolveofthespeakeris，thelyrics“Now1won’tgiveup，norIwillbreakdown.Soonerthanthatmylifewillturnsaround(fromSomeOneWatchingOverMe)”canbeblurtedoutsmoothly.Thespeakeralsocanblurtout“youraisemeupsoIcanstandonmountains,youraisemeup...tomorethanIcanbe(fromYouRaiseMeUp)’’toshowthegratitudeforthehelpfromourfamilies.1.ThesignificanceofEnglishsongsinwritingWeallknowthatgoodwritinghascorrectuseofthewords.Goodwritersalwaystrytogettheappositewordthatiscompletelyrightforhispurpose.Butwealwaysgetconfusedwhichwordstousebecauseweevendon’tcommandthewordsweremember.SomewordsandphrasesarenotcomprehensiveenoughforEnglishlearnerstomemorizeonly.“StudentswithpoorEnglisharemoreafraidofrememberingwords，moredifficulttomemorizewords.SingingEnglishsongsmaystimulatetheemotionsandimaginationofstudentsinaneasyway，itwouldachievebettermemorizingresultsunconsciously.Thereforeitcouldavoidthebaldnessduringlearningandrememberingwords”(LanYanping，2007:66-67).Itisnecessaryforthemtopracticemoresothattheycouldhavebetterideasaboutwhen,how，whereshouldthewordandphrasecanbeused.SingingEnglishsongsenablethesingertomasterthewordsandphraseswiththehelpoftune，asthetunemustaccordwiththelyrics.Thatwillimpressthesingermoredeeply.Forexample,wedon’tknowthemeaningofcarryingon，andthenwecanunderstanditfrom“carryontilltomorrow，thereisnoreasontolookback.”ThelevelofwritingabilityofEnglishlearnerswillbenefitfromsingingEnglishsongs.BesidesdirectlyusingEnglishlyrics，rewritingiswell-knowninwritingskills;alotofpeopleusethiswaytoachievemanyadmirablewritings.“StudentspracticerewritingaccordingtoEnglishsongs,theycantastethefeelingsofthesongs;Thinkthemeaningofthesongsbythemselves.Itmaynotonlystimulatetheirinterestsinwriting,butalsoenhancetheirconfidenceinwriting.Theywillhavemorewritingmaterialsandhavemorefeelingsinwords，andtheirwritingabilityandtheirwritingskillswillbeimproved”(CongAinong，2006:62-63).Someofthelyricsarealsousedintheprocessofwriting，whichmakestheiressaybeautiful.2.ThesignificanceofEnglishsongsincrosscultureawarenessItisobviousthatsongsoftendisplaythecomplexionandthespiritsofanation.Itinvolvesmanyelements，likethemeaningoflife,thevalueoflifeandthewayoflife.Thecontentofsongsoftenreflectstheculturalstylesofdifferenttimesandaswellasdifferentareas.Somepeoplebelievethatdifferentstylesofsongsaretheimagesof theirlivingsituations.Theydelivertheirfeelingsthroughsongs,thusmakethesongsdifferentindifferenttimes，anddiversityfollows.EnglishlearnerscandigoutusefulinformationofculturethroughsingingEnglishsongs.ThereareplentyofEnglishsongsabouttheexperienceinlife;theyglassesthewaypeoplelive.EnglishlearnersseizethewaypeopleliveintheEnglishspokencountriesbysingingthesesongs.Forexample，thesongRealtoMe:PicnicsinthegardenandthechildrentheycanplayThefirstdayofthesummerandI’lllazehereallthedayAndwellinvitethefamilyroundanddrinksomeEnglishteaThenIraiseupmyfingerandwatchfootballonTVTheabovesongdescribesawayoflifeinBritish.Itincludedfamily，children，drinktea;watchfootballonTV，alloftheseisimagesofBritishwayoflifewhichcanhelpstudentgainabetterunderstandofcultureofEnglishcountry.ThesesortsofsongsareincludedYesterdayOnceMore,LemonTree.SometypesofEnglishsongsaretryingtodemonstrateusthenegativethingssurroundingourlife.Ifwelistentothesongsweareonourwaytoknowtheworldsituation.SuchasWhereIsTheLove:What’swrongwiththeworldmama?Peoplelivingliketheyaregotnomamas•••OverseasyawetryingtostopterrorismButwestillgotterroristsherelivingIntheUSAthebigCIA,theBloodsandCripsandtheKKK•••TakecontrolofyourmindandmeditateLetyoursoulgravitatetothelove，y’all，y’allPeoplekilling，peopledyingChildrenhurtandyouhearthemcryingCanyoupracticewhatyoupreachAndwouldyouturntheothercheekFather，Father，FatherhelpusSendussomeguidancefromabove•••AllthelyricsarecomplainingabouttheevilthingsincontemporarysocietyofUS.SomeotherslikeTellMeWhysungbyDeclanGalbraithalsobelongtothistypeofsongs.EspeciallysongssungbyEminemaretrendtorepineagainstthereality.Likeabundanceofsongsattributingtoholidaysinchina，thereareanumerous EnglishsongswhichcanhelpEnglishlearnersknowholidaysandcostumeinwesterncountries.Thosesongsnotonlybringtheinformationaboutwhattheydoduringthatsession，butalsointroducethehabitsofoccidental.Forexample，thesong“sameoldChristmas”thatsingingbyHilaryDuff:Rowsofangelsinthesnow，Hugandkissesbythemistletoe，Sugarplumfairieseverywhere，StarsthatshineonChristmastrees，Smokethatcurlsfromchimneys，Rednosereindeertalkingflightandchoirsinging，OHolyNight.Lyrics“mistletoe”commonlyusedforhangingChristmasdecorationwhichexpressgoodwishes，and“Sugarplumfairies”isthefamoussongthatisoftenplayedinChristmas,“angels”，“chimneys”，and“rednosereindeer”inthissongenableEnglishlearnerstofeelthepleasureofChristmasday.And“choir”，HolyNight”allowthemtofeelaquiet，peaceful，harmonious，strongreligiousatmosphere.Songslike“EasterEggMorning”，“EasterBunnyIsComingtoTown”displaysthedaypeoplecelebrateEasterandthetruemeaningofEasteristocelebratetheresurrectionofJesus.Therefore,singingEnglishsongwillopentheeyesofEnglishlearnersandlearntheforeigncultureaswellasthebackgroundofthewesternsociety.1.ResultsAfterIconducttheinterviewsandsurftheinternet，IhavegotmanyfactsandfigurestoprovetheimportantroleEnglishsongsplayinEnglishlearning，especiallyinspeaking，culturelearningandwriting.Itarousesstudents’interestandbringsmotivationtostudents.TolearnEnglishbySingingEnglishsongsmakesstudyfunandefficient.ManystudentshavefoundthemaneuverabilityoflisteningtoandsingingEnglishsongs.Itisnotonlyforentertainmentbutalsoforhappystudyinarelaxedway.2.ConclusionsFrommentionedabove，weknowthatEnglishsongsarewellwritten，wellsung，wellprevailedincurrent.Withthesplendidmelodyandbeautifulharmonious phonologytogetherwithlightclear-cutofEnglishsongs，itenablesEnglishlearnerstounderstandtheskillsofsingingsoastoenhancetheirspokenEnglish.WebrieflyanalysisfouraspectsofthesignificanceofsingingEnglishsongs:necessity,speaking，writing，cross-culturallearningawareness.WeshouldchangeourmindtousenewwaysoflearningandspeakingEnglish，ratherthanpayourattentiontoexamination.EnglishlearnerswillgetnowhereiftheyjustlearnEnglishbypassingexaminations.Afterall，whattheworldneedarethosewhocanapplyEnglishthroughspeaking.ToimprovespokenEnglishbysingingEnglishsongsisashortcut.Itisnotonlyeasytocarryout,butalsoreleaseendlessnesshappy.Itappliestoeverysocietyandallagesofmen.AslongasanyonewantstoimprovehisorherspokenEnglish,singanEnglishsongandhewillbenefitalot.AcknowledgementMydeepestgratitudegoesfirstandforemosttoProfessorX，mysupervisor，forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction，thisthesiscouldnothavereacheditspresentform.Inaddition，mythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.Bibliography［1］国外英文网站http://www.learnenglish-a-z.com/learn-english-songs.html［2］裴正薇.音乐智力对英语听说的影响［几陝西西安外国语学院学报，2004年第12卷，第3期，35［3］美国传统词典http://www.thcfrccdictionary.com/inusic ［4］徐萍.论英文歌曲对英语教学的辅助作用［J］.江苏常州信息职业技术学院学报.2008,7(2)：53-55［5］兰艳萍，孟凌云.英文歌曲资源在英语口语教学种的作用［J］.安徽鞍山师范学院学报.2007(6):66-67.［6］丛爱农.浅谈英文歌曲在英语教学中的运用［J］.教学与管理.温州师范学院学报.2006:62-63 Appendixfigure2:studentsthinkinwhichaspectEnglishisuseful□系列1■系列2oooo208640oo2cujnijnouoneounuojdU0L1COIuunouojdtcujualsjy11S-Muopnlsoq4->joJoqEnuoqlfigure3：studentswanttoknowhowEnglishsongsarcusefulornot.sluapnl-zjoJaJDsnuaqi□系列1