英文歌曲在高职高专英语听力教学中的运用
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摘要
英语听力是英语学习中最难掌握和进步最慢的基础技能,听力教学也是英语教学中的重要环节之一。即使经过6到7年的中学英语知识的学习,大部分高职高专学生的英语听力理解能力仍然处于比较差的水平,对英语听力心存畏惧,缺乏自信心也是高职高专学生的普遍现象。当前,大部分高职高专院校的英语听力课堂中,仍然延续着使用磁带、书本加练习的传统教学方式,教学形式单一,听力教材枯燥乏味,使学生的英语学习形成恶性循环,学生对此感到厌倦,并希望以新的方式进行学习,提高听力学习效率。
歌曲是一种同时涵盖诗歌与音乐的艺术形式,它们被赋予丰富的内涵、意境及象征意义,同时,歌曲是学生在课堂以外最容易也最乐意获得的语言资源,是许多学生借以抒发情感的最真实的语言。英文歌曲以其优美的旋律,欢快抒情的节奏深受广大青少年的喜爱,它们不仅可以激发学生的英语学习兴趣和热情,而且可以增强语感,加强语言文化的熏陶,使学生由被动地听转化为主动地听,从而提高学生的听力水平。
本文以实证研究为基础,借鉴前人的理论成果,探究使用英文歌曲作为高职院校英语听力课的教学资料,以及利用英文歌曲激发学生的学习动机,最终提高英语听力教学的实际效果。文章包括以下五部分:
第一章阐述了研究背景、研究意义及研究目的,说明了高职高专学生的特殊性及听力教学现状。第二章则陈述前人研究结果,其中包括国内研究现状和国外研究现状。第三章阐述分析利用英文歌曲进行高职高专英语听力教学的理论基础及原因,除了Krashen的“输入理论"和“情感过滤假说”,笔者还从心理学角度进行分析探索。第四章实验部分则具体阐述了实验目的、对象、方法、过程、数据分析及结论。第五章结束语。
通过实验我们得出结论,实验之前,由试卷测试表明实验班和对比班学生听力水平相当;实验中期,经过相同一段时间的听力训练,实验班和对比班学生的听力水平都有所提高,且实验班学生学习英语的积极性略高于对比班学生;实验结束后,同样由试卷测试,发现实验班学生的听力水平提高程度明显高于对比班学生的听力水平,两班学生之间有了明显差距。
由此,我们发现作为一种对新的听力教学形式的探索,运用英文歌曲进行英语听力教学能寓教于乐,强化学生的语音知识,扩大学生的词汇量,弥补听力课中教学形式及教材单一的不足,有效地提高学生的听力水平,而且能陶冶学生的情操,使他们受到文化知识的渗透。只要应用得当,英文歌曲运用到听力教学中便是一种既符合高职高专学生英语听力教学具体情况,又有利于提高学生语言交际能力的教学方法。
Modern language teaching, which involves four related language skills, is expected not only to provide enough language knowledge, but also train the student's ability to communicate by practice in reading, writing, listening and speaking. Listening is not only the main way to get language information and language feelings, but also is one of the important ways to improve one's other skills.
An investigation of the listening class in Hubei Polytechnic Institute, which is a Higher Vocational College(HVC), shows that most HVC students are still very poor in listening comprehension even after they have had at least six or seven years of learning English throughout their middle school.
One of the most important reasons is that most students often feel nervous in the listening class, and they are lacking in self-confidence in English learning. Therefore, there's no doubt that we should enhance listening practice during our English teaching, especially for students in HVC.
It's said that songs is an article form consisting of both poems and music. Songs will help students to learn foreign languages, and appreciate the melody and the rhythm of the foreign language, for songs embody cultural differences as well as the essential factors of a language, such as pronunciation, intonation, vocabulary and rhythm.
According to an investigation carried out among HVC students, the present author finds out that most students like songs and music, so she puts forward the hypothesis that the application of English songs in English Listening Class will enhance the effect of the study in English listening in HVC. The present study discusses the application of English songs in listening class for HVC students by investigating the effect of English songs, the conclusions of other professors or teachers, and analyses of the listening training effects with English songs.
This thesis is composed of five chapters. In Chapter One, introduction, background research, research questions and research purpose were being showed. In Chapter Two, I review some literatures on the research of application of English song into listening teaching. Chapter Three is the theoretical foundation of my research, with Krashen's Input Hypothesis and The Affective Filter Hypothesis being the focus, in addition, which also with analyses according to psychology. In Chapter Four, a one-term teaching experiment was conducted in order to confirm the validity of the hypothesis in practice. The Experimental Class and the Control Class are respectively taught by using different teaching methods. The teaching result demonstrates that the scores of the Experimental Class are higher than that of the Control Class in the post-experiment. To further make sure the significance of the teaching experiment, the students' scores were inputted into computer, and SPSS was used to analyze them. The result indicates that the differences of the two classes are significant statistically. So in Chapter Five we can draw the conclusion that the practicing English listening through English songs can improve students' listening comprehension, can inspire students' interests to learn English well, can stimulate students' learning initiative, and invigorate the class atmosphere.
歌曲是一种同时涵盖诗歌与音乐的艺术形式,它们被赋予丰富的内涵、意境及象征意义,同时,歌曲是学生在课堂以外最容易也最乐意获得的语言资源,是许多学生借以抒发情感的最真实的语言。英文歌曲以其优美的旋律,欢快抒情的节奏深受广大青少年的喜爱,它们不仅可以激发学生的英语学习兴趣和热情,而且可以增强语感,加强语言文化的熏陶,使学生由被动地听转化为主动地听,从而提高学生的听力水平。
本文以实证研究为基础,借鉴前人的理论成果,探究使用英文歌曲作为高职院校英语听力课的教学资料,以及利用英文歌曲激发学生的学习动机,最终提高英语听力教学的实际效果。文章包括以下五部分:
第一章阐述了研究背景、研究意义及研究目的,说明了高职高专学生的特殊性及听力教学现状。第二章则陈述前人研究结果,其中包括国内研究现状和国外研究现状。第三章阐述分析利用英文歌曲进行高职高专英语听力教学的理论基础及原因,除了Krashen的“输入理论"和“情感过滤假说”,笔者还从心理学角度进行分析探索。第四章实验部分则具体阐述了实验目的、对象、方法、过程、数据分析及结论。第五章结束语。
通过实验我们得出结论,实验之前,由试卷测试表明实验班和对比班学生听力水平相当;实验中期,经过相同一段时间的听力训练,实验班和对比班学生的听力水平都有所提高,且实验班学生学习英语的积极性略高于对比班学生;实验结束后,同样由试卷测试,发现实验班学生的听力水平提高程度明显高于对比班学生的听力水平,两班学生之间有了明显差距。
由此,我们发现作为一种对新的听力教学形式的探索,运用英文歌曲进行英语听力教学能寓教于乐,强化学生的语音知识,扩大学生的词汇量,弥补听力课中教学形式及教材单一的不足,有效地提高学生的听力水平,而且能陶冶学生的情操,使他们受到文化知识的渗透。只要应用得当,英文歌曲运用到听力教学中便是一种既符合高职高专学生英语听力教学具体情况,又有利于提高学生语言交际能力的教学方法。
Modern language teaching, which involves four related language skills, is expected not only to provide enough language knowledge, but also train the student's ability to communicate by practice in reading, writing, listening and speaking. Listening is not only the main way to get language information and language feelings, but also is one of the important ways to improve one's other skills.
An investigation of the listening class in Hubei Polytechnic Institute, which is a Higher Vocational College(HVC), shows that most HVC students are still very poor in listening comprehension even after they have had at least six or seven years of learning English throughout their middle school.
One of the most important reasons is that most students often feel nervous in the listening class, and they are lacking in self-confidence in English learning. Therefore, there's no doubt that we should enhance listening practice during our English teaching, especially for students in HVC.
It's said that songs is an article form consisting of both poems and music. Songs will help students to learn foreign languages, and appreciate the melody and the rhythm of the foreign language, for songs embody cultural differences as well as the essential factors of a language, such as pronunciation, intonation, vocabulary and rhythm.
According to an investigation carried out among HVC students, the present author finds out that most students like songs and music, so she puts forward the hypothesis that the application of English songs in English Listening Class will enhance the effect of the study in English listening in HVC. The present study discusses the application of English songs in listening class for HVC students by investigating the effect of English songs, the conclusions of other professors or teachers, and analyses of the listening training effects with English songs.
This thesis is composed of five chapters. In Chapter One, introduction, background research, research questions and research purpose were being showed. In Chapter Two, I review some literatures on the research of application of English song into listening teaching. Chapter Three is the theoretical foundation of my research, with Krashen's Input Hypothesis and The Affective Filter Hypothesis being the focus, in addition, which also with analyses according to psychology. In Chapter Four, a one-term teaching experiment was conducted in order to confirm the validity of the hypothesis in practice. The Experimental Class and the Control Class are respectively taught by using different teaching methods. The teaching result demonstrates that the scores of the Experimental Class are higher than that of the Control Class in the post-experiment. To further make sure the significance of the teaching experiment, the students' scores were inputted into computer, and SPSS was used to analyze them. The result indicates that the differences of the two classes are significant statistically. So in Chapter Five we can draw the conclusion that the practicing English listening through English songs can improve students' listening comprehension, can inspire students' interests to learn English well, can stimulate students' learning initiative, and invigorate the class atmosphere.
引文
Adamowski,E.The ESL Song Book[M].DonMills,ON:Oxford University Press,1997.
Bechtold,J.Musical ESL[J].TESL Talk,1953,(14):180-184.
Eken,D.K.Ideas for Using Pop Songs in the English Language Classroom[J].English Teaching Forum,1996,(34):46-47.
Gatbonton,E.,and N.Segalowitz.Creative Automatization:Principles for Promoting Fluency within a Communicative Framework[J].TESOL Quarterly,1988,(22):473-492.
Homer,D.Classroom Ideas:Songs and Music[J].The MET Journal,1993,(2/3):33-39.
Krashen,S.D.The Input Hypothesis[M].London:Longman,1985.
Krashen,S.D.Principles and Practices in Second Language Acquisition[M].Oxford,England:Pergamon Press,1982.
陈卫亚.听力训练应在英语教学中占重要地位[J].中小学英语教学与研究 2005,(1):41-42.
陈永莲.学生英语听力存在的一些问题及客服办法[J].中国教育研究与创新 2006,(1):52-53.
杜莉莉.英语听力训练的几点建议[J].医学教育研究 2003,(2):35-37.
丁润生.现代思维科学[M].重庆:重庆出版社,1992
葛文山.科学运用学习策略 提高听力训练效率[J].教学月刊 2005,(5):24-26.
桂诗春.新编心理语言学[M].上海:上海外语出版社,2000.
贾湘柳.如何掌握英语听力的基本技能和技巧[J].湖南工业职业技术学院学报2004,(6):104-106.
蒋南.外语歌曲在听力教学中的运用[J].西昌师范高等专科学校学报 2004,(3):39-41.
梁昆.英文歌曲与高职英语听力教学探索[J].卫生职业教育 2006,(8):90-91.
廖英.英语歌曲与大学英语听力教学[J].宜宾学院学报 2006,(5):95-97.
刘筠.浅谈英语教学中的听力训练方法[J].卫生职业教育 2005,(1):60-61.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
石莉芳,季湘梅.浅析语言听力特性与英语听力训练技巧[J].湖南科技学院学报2005,(8):164-166.
苏玉霞.如何提高英语听力水平[J].吉林商业高等专科学校学报 2003,(4):26-27.
王爱莲.用英文歌曲促进英语教学[J].天津市经理学院学报 2006,(6):55-56.
文秋芳.英语学习成功之路[M].上海:上海外语教育出版社,2003.
张琴芳.Krashen的“输入”理论对英语新闻听力教学的启示[J].江苏工业学院学报2006,(12):108-110.
张莺.浅析大学英语听力训练方法[J].桂林航天工业高等专科学校学报 2006,(3):118-119.
赵晓梅,李国芳.英语教学中采用真实材料强化听力训练的研讨[J].甘肃科技纵横2005,(6):192-193.
郑爱仙.利用英文歌曲加强听力教学[J].科学教育论坛 2006,(3):144-145.
朱纯.外语教学心理学[M].上海:上海外语教育出版社,2001
朱伟芳.英语歌曲与高职英语教学[J].外语研究 2006,(2):130-131.
Bechtold,J.Musical ESL[J].TESL Talk,1953,(14):180-184.
Eken,D.K.Ideas for Using Pop Songs in the English Language Classroom[J].English Teaching Forum,1996,(34):46-47.
Gatbonton,E.,and N.Segalowitz.Creative Automatization:Principles for Promoting Fluency within a Communicative Framework[J].TESOL Quarterly,1988,(22):473-492.
Homer,D.Classroom Ideas:Songs and Music[J].The MET Journal,1993,(2/3):33-39.
Krashen,S.D.The Input Hypothesis[M].London:Longman,1985.
Krashen,S.D.Principles and Practices in Second Language Acquisition[M].Oxford,England:Pergamon Press,1982.
陈卫亚.听力训练应在英语教学中占重要地位[J].中小学英语教学与研究 2005,(1):41-42.
陈永莲.学生英语听力存在的一些问题及客服办法[J].中国教育研究与创新 2006,(1):52-53.
杜莉莉.英语听力训练的几点建议[J].医学教育研究 2003,(2):35-37.
丁润生.现代思维科学[M].重庆:重庆出版社,1992
葛文山.科学运用学习策略 提高听力训练效率[J].教学月刊 2005,(5):24-26.
桂诗春.新编心理语言学[M].上海:上海外语出版社,2000.
贾湘柳.如何掌握英语听力的基本技能和技巧[J].湖南工业职业技术学院学报2004,(6):104-106.
蒋南.外语歌曲在听力教学中的运用[J].西昌师范高等专科学校学报 2004,(3):39-41.
梁昆.英文歌曲与高职英语听力教学探索[J].卫生职业教育 2006,(8):90-91.
廖英.英语歌曲与大学英语听力教学[J].宜宾学院学报 2006,(5):95-97.
刘筠.浅谈英语教学中的听力训练方法[J].卫生职业教育 2005,(1):60-61.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
石莉芳,季湘梅.浅析语言听力特性与英语听力训练技巧[J].湖南科技学院学报2005,(8):164-166.
苏玉霞.如何提高英语听力水平[J].吉林商业高等专科学校学报 2003,(4):26-27.
王爱莲.用英文歌曲促进英语教学[J].天津市经理学院学报 2006,(6):55-56.
文秋芳.英语学习成功之路[M].上海:上海外语教育出版社,2003.
张琴芳.Krashen的“输入”理论对英语新闻听力教学的启示[J].江苏工业学院学报2006,(12):108-110.
张莺.浅析大学英语听力训练方法[J].桂林航天工业高等专科学校学报 2006,(3):118-119.
赵晓梅,李国芳.英语教学中采用真实材料强化听力训练的研讨[J].甘肃科技纵横2005,(6):192-193.
郑爱仙.利用英文歌曲加强听力教学[J].科学教育论坛 2006,(3):144-145.
朱纯.外语教学心理学[M].上海:上海外语教育出版社,2001
朱伟芳.英语歌曲与高职英语教学[J].外语研究 2006,(2):130-131.