TheAdvanageofApplyingMusicinEnglishLanguageLearninginPrimarySchool_开题报告

The use of music and song in the English language -learning classroom is not new. As early as Bartle (1962), Richards (1969) or Jolly (1975), scholars have been arguing for use of music in a language acquisition context for both its linguistic benefits and for the motivational interest it generates in language learners. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition (FLA) and Second Language Acquisition (SLA). Music had been used on occasion with the Audiolingual Method in language teaching classrooms to reduce the boredom that could occur from repetitive drills from the 1950s through to the 1970s (Bartle, 1962; Kanel, 2000) and later, the use of classical instrumental music was used with the goal to produce a relaxed state of mind that makes the brain receptive to inputs and activates the subconscious in Suggestopedia methodology (Lozanov, 1978; see also Bancroft, 1978). However, it may not have been until Communicative Language Teaching (CLT) and Task Based Learning (TBL) approaches became more pervasive that there was a sudden demand for pedagogical material for the use of songs in the language-learning classroom (Griffee, 2010).

And in China, many students like English songs, and English teachers could take advantage of it in teaching. But only a small number of English teachers are active in using this resource. In addition, when teachers try to use the songs in their own teaching, they are often inflexible, simply play songs, there is no corresponding activity design, and there is no appropriate choice of songs. As a result, students either don't understand, or students are not interested in songs. The result of this general song appreciation is that the students do not have the proper attention to the songs, and the teachers do not feel satisfied with it. They fail to achieve the proper results. They waste a lot of valuable teaching time. Therefore, it is necessary to study the role of songs in English teaching, and many aspects remain to be explored. One suggested that there was strong support for use of music in the language-learning classroom, but that there was actually very little occurring in most classrooms. Connected, but a separate issue, implied that while many teachers intuitively felt music was beneficial in teaching English language, there was also the perception that there was a lack of understanding of the theoretical underpinnings that supported such a choice. Therefore, some educators felt unable to defend the decision to champion use of music in the classroom for pupil.

Music has become a part of modern life, people are more or less used music to eliminate fatigue and cultivate good temperament. In the context of English learning, music has been used since long ago, but at times it is done through isolated exercises and almost as an entertainment activity to challenge the atmosphere of the class. Currently, its use for learning purposes has widened thanks to the internet and the increase of research in the English teaching and learning fields. The relevance of its use in the learning context grows as music gains presence in the environment of the people interested in English and the advantages of using it as authentic material can help in the teaching and learning of the language. For this reason I wanted to suggest to apply music in English language learning in primary school, and to register the reactions and opinions observed during the process.

Outline 

1 Introduction

  1.1 Research Background 

2 Literature Review

2.1 The problems of primary school English learning

2.2 Why Use Music in English Language Learning in primary school?

2.2.1 Music can regulate mood

2.2.2 Music can stimulate interest

2.2.3Music can strengthen students' memory

2.3 The Implementation Strategy 

     2.3.1 Activities before learning English songs

         2.3.1.1 Use pictures to derive words from a song or predict the tenor of the song

         2.3.1.2 Give the title of the song to students, and ask students to infer the words or the gist of the song

         2.3.1.3 Introduce the background of the song to students so that they can understand it

   2.3.2 Activities in learning English songs

         2.3.2.1 Listen to the song and judge the tone of the song

         2.3.2.2 Ask students to write down certain special names, numbers, dates, or events in the song

         2.3.2.3 Sentences are arranged in sequence or in word sets

   2.3.3 Activities after learning English songs

         2.3.3.1 Singing exercises

         2.3.3.2 Speaking exercises

         2.3.3.3 Written exercises

3 Conclusion

4 References　

References

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