Learning-English-through-English-Songs英語專業(yè)論文

PAGEPAGE26中國某某某某學(xué)校學(xué)生畢業(yè)設(shè)計(jì)(論文)題目：LearningEnglishthroughEnglishSongs姓名：000000班級(jí)、學(xué)號(hào)：00010000000系(部)：經(jīng)濟(jì)管理系專業(yè)：商務(wù)英語指導(dǎo)教師：000000開題時(shí)間：2009-4-10完成時(shí)間：2009-112009年11目錄畢業(yè)設(shè)計(jì)任務(wù)書…………………1畢業(yè)設(shè)計(jì)成績?cè)u(píng)定表……………2答辯申請(qǐng)書……………………3-5正文……………6-27答辯委員會(huì)表決意見……………28答辯過程記錄表…………………29課題LearningEnglishthroughEnglishSongs課題(論文)提綱1．英語歌曲的特點(diǎn)1.1英文歌曲是一種聽覺輸入源1.2英文歌曲利于學(xué)習(xí)發(fā)音和節(jié)奏1.3英文歌曲含有大量的語言知識(shí)1.4英文歌曲反映西方人民的價(jià)值觀和思維方式1.5英文歌曲，提供不同類型的主題英語口語2.英語歌與聽力的關(guān)系2.1聽英文歌對(duì)聽力的好處2.2聽英文歌時(shí)練習(xí)聽力的策略3．英文歌與口語之間的關(guān)系3.1英文歌和英語口語節(jié)奏之間的相似性3.2聽和說之間的密切關(guān)系4．如何使用英文歌曲提高英語口語4.1．選擇良好的英語歌曲4.2當(dāng)聆聽和學(xué)習(xí)英文歌時(shí)4.3當(dāng)與另一人或以上的人聆聽和學(xué)習(xí)英文歌時(shí)4.4當(dāng)在班上聆聽和學(xué)習(xí)班英文歌時(shí)5.結(jié)論二、內(nèi)容摘要音樂不僅能夠創(chuàng)造一種輕松愉快的氣氛，而且還有利于提高學(xué)習(xí)者的興趣，增強(qiáng)學(xué)習(xí)者的信心。另外，英文歌和英語口語節(jié)奏具有相似性，且英文歌曲有不少的優(yōu)越性，英文歌曲可以幫助矯正英語語音，牢記和積累大量詞匯，學(xué)習(xí)外國文化和培養(yǎng)英語語感等等，而這些方面都對(duì)英語口語和聽力的提高起著很大的促進(jìn)作用。因此，本文提出了一個(gè)設(shè)想，即充分利用英文歌曲提高英語聽力和口語。參考文獻(xiàn)[1]AlanDuan.如何有效地學(xué)習(xí)英語口語[J].新東方英語.2005.[2]歌曲教學(xué)與英語口語的提高[J].溫州師范學(xué)院學(xué)報(bào)，2003.[3]輔助口語教學(xué)[J].外語電化教學(xué).1997.[4]曲與英語學(xué)習(xí)[J].成都?xì)庀髮W(xué)院學(xué)報(bào).1999，(14).LearningEnglishthroughEnglishSongs0000Abstract:Musiccannotonlycreateapleasantatmosphere,butalsohelpimprovethelearner'sinterestandenhancetheconfidenceoflearners,Additionally,TherearesimilaritiesbetweentherhythmofmusicandthatofspokenEnglishandtheadvantagesofEnglishsongs,Englishsongsplatanimportantroleinhelpingwithcorrectingthepronunciation,rememberingandaccumulatingvocabulary,learningforeignculture,anddevelopingsensitivitytoEnglishthatareallimportanttotheimprovementoflisteningandspokenEnglish.Sointhispaperbringsforthatentativeidea,thatis,toimprovelisteningandspokenEnglishbyusingEnglishsongs.Keywords:Englishsongs;Englishlistening;spokenEnglish0.Introduction1.CharacteristicsofEnglishsongsEnglishsongsarefullofrhythmsandemotions.Changeoftherhythmisobvious;asforvowels,theyshouldbegivenfullpronunciation,andtheycanbeprolonged,whileconsonantsareoftenpronouncedwithashortforce;andsomesyllablesarealsolengthened.TherearequitemanyadvantagesofEnglishsongs,whichwillbeconsideredanddiscussedinthefollowingparagraphs.1.1EnglishsongsareasourceofauralinputEnglishsongsareakindofespeciallygoodlisteningmaterial.ComparedwithotherEnglishlisteningmaterials,theyaremoreinteresting,motivating,attractiveandunforgettable.Theyareneverdull.Asismentionedinthispaper,listeningiscloselyrelatedtospeaking,andmorelanguageinputishelpfulformoreeffectivelanguageoutput.ListeningtoEnglishsongsasoftenaspossibleisinsomewaygoodfortheimprovementofspeakingability.Inaword,theultimatepurposeoflisteningtomoreEnglishsongsistoimprovespeakingability1.2EnglishsongsaregoodforlearningpronunciationandrhythmListeningtoandsingingEnglishsongsasmoreaspossiblecontributesmuchtolearningaccuratepronunciation,intonationandrhythmofspokenEnglish.RealEnglishsongssungbyforeignsingersalwaysofferidiomaticpronunciationandgoodrhythm.FromEnglishsongs,wecangetlotsofphoneticknowledge,suchas,changeoflengthofvowels,pausesplosives,loseofplosives,soundlinking,weak-forms,assimilation,co-articulation,elision,stress,rhythmandsoonandsoforth.FluentandclearspokenEnglishneedsthesephonetictechniquesbecauseoftheirgreatimportanceinconveyingmeaningseffectively.Fromtheearlyfolksongssungbytheblacktotheblues,thentojazzandfromtherhythmicbluestomodernrockmusic,allofthemrepresenttheinnerrulesofEnglishrhythm.ThestylesoftheseEnglishsongsatthesametimecorrespondtoagreatextenttotheexaggeratingmethodsortechniquesofpronouncing.Hereisasimplesonginwhichsoundlinkingisreflected:ComeandSeeMyFamily:“`Comeand`seemy`family,`Underthe`old`apple`tree!`Thisismy`father.`Howdoyoudo?`Sitdownand`havea`cupof`teawithme.”Inthissong,thetechniqueofsoundlinkingissoobviousthatwecanmakeuseofittoachievefluencythatisanimportantfactorinspokenEnglish.1.3EnglishsongscontainamountsoflanguageknowledgeLanguageisnotstatic,butconstantlydeveloping.Englishsongsarealsothecharacteristicsofthetimes.Therefore,theEnglishsongsinadditiontoraisinginterestintoolsforlistenersoutsideofbringingthejoyofthesenses,orEnglish-speakingcountriesanintegralpartoftheculture,whichisrichinlinguisticknowledgeandculturalbackgroundknowledgeEnglishsongscontainalotoflanguageknowledgethatisquiteusefulforspokenEnglish.Thismainlyreflectsinwords,phrases,idioms,expressions,sentencepatterns,andalso“spokengrammar”[1]Actually,spokenlanguageisnotmerelyavariantof“correct”writtenforms.Rather,thespokenlanguage,particularlytheinteractivediscourseofnativespeakers,incorporatesformsthatarewidespreadandconsistentinusage,andmostimportantly,meaningful.Duetothedynamicinteractivenatureofthespokenlanguage,manyofthesefeaturesarenotorcannotberealizedinmorestandardizedwrittenforms.InspokenEnglish,wecanfindthewidespreadutilizationofellipsis.Forexample,wecanoftenhearsentencesinEnglishsongslike“Don’tknowwhy,don’tknowwhy…”whichhasnosubject.Thesubject(maybe“I”)isleftouthere.Thiskindofellipsisphenomenonoccursfrequentlyinoralcommunication.Asweknow,inEnglishstudy,therearesomanywords,expressions,andevenrulesofspokengrammartorememberandthentousefreelyandcorrectly;andusuallytheyseemtobesodullordifficult.Inspiteofthis,foreffectiveoralcommunication,itisstillquitenecessarytomasterasmanyaspossible.1.4EnglishsongsreflectvaluesandwayofthinkingoftheWesternpeopleAsweknow,wayofthinkinganddifferentvaluescangreatlyinfluencewhattosayandhowtosay.Inotherwords,spokenexpressionsusuallyreflectpeople’svaluesandwayofthinking.TheWesternpeopleandChinesepeoplethinkdifferentlyinmanyaspects.SotospeakidiomaticEnglish,weChinesehavetoknowhowtheWesternpeoplethink,howtheyorganizetheirwordsandsentencestoexpresswhattheywanttoconvey.1.5EnglishsongsprovidevarioustopicsforspokenEnglishManyEnglishlearnerscomplainthatwhentheyaretalkinginEnglish,theydon’tknowwhattotalkabouttheydon’thaveenoughcommontopics;andeveniftheyfindone,theycan’tfindenoughwordsrelatedtothetopic.Englishsongscanoffermuchhelpinwhattosayandinthevocabularythatisrelatedtothetopic,thatis,thematicvocabulary.Englishsongscontainavarietyofthemes,suchaslove,peace,hero,encouragement,friendship,etc..AllofthesearegoodthemesandcanbeusedastopicsinspokenEnglishpractice.2.TherelationshipbetweenEnglishsongsandlistening2.1ListeningtoEnglishsongsonthebenefitsofhearingFirst,theEnglishsongisthebestmaterialtolearnpronunciationskills.IfLianDu,incompleteorcompletelossofburstandvowelweakening,andassimilation.Second,canenhancesomecommonlyusedslangorspokenlanguageunderstanding,oftenappearinhislyrics,suchasgonna,wanna,ain'tsoon.Third,thesongisalsocommonlyusedtolearnvocabularyandgrammarofgoodinformation,songsoftenoccur,suchasthecompletionoftenses,clauses,subjunctivemoodsodifficulttomastergrammarpoints,throughthesongstolearn,theeffectismoreobvious,moreprofoundimpressionFourth,thesongsarealsoextendedbackgroundculturalknowledgeandagoodway.TolistentodifferentgenreofsongsindifferentcountriescanenjoytheuniquecharmofWesterncultureandcanunderstandthattheEast-Westculturaldifferences.2.2StrategiesofpracticinglisteningwhenlisteningtoEnglishsongsMusicissoothingmoodregulator,eachofusistogrowwiththemusic,AndmoreoftheclassicsinEnglishsongsthatwerewellreceivedbythepublicfavorite,theapplicationofthesefamiliarsongs,canenhancetheenthusiasmoflearningthatcanfullymobilizetheenthusiasmforstudydegree,becauseastrongersenseofrhythminEnglishsongs,ifnotcorrectlygraspthepronunciation,willaffecttherightwordstounderstandthelyrics,wecannotunderstandlyrics,andonlyunderstandinordertoimitate.Englishsongcontagious,dieplate,tobringtheUnitedStatestogivethelistenertheenjoymentoflisteningtoatthesametimeinspiringandlisteningcomprehensionability,weneedtohavetargetedstudentswithquestionsforstudentstolistento,sothatstudentswithpurposetolistenandunderstandthemeaningofthelyrics,inthecourseofpracticetoimprovelevelofknowledge,optimizetheknowledgestructure,thestudentsprobablyunderstandthelyricstotheeffect,youneedtosetupsamplingtestsandclassroomissues,studentoralpresentation,etc.totheclassroomforstudentstounderstandtheabilitytotest.Toaskquestionsinclass,studentsanswer,groupdiscussionsseveralwaystoenhancingthestudentsknowledgeandunderstandingoftheclassroom.DictationinEnglishwiththemosteffectivemeansofteaching,oneofdictationtrainingcaneffectivelystrengthentheclassroomknowledge,dictationcaneffectivelyovercometheknowledgeandforgotten,andtoimprovethelevelofhearing.Compounddictationmethodsaremainly:(A)simplesentencestosort,Listening,Reading.Dictationtrainingisfromsimpletodifficultandgradualprocess,thesentencecanbereversed,orlyricsdisruptedagainafterlisteningtopermutationsandcombinationstostimulatetheaccumulationofknowledge.(B)CrossarrangedforCloze.Whenastudentlisteninglevelwasraised,theelectioncanbeproperlyrecordedinoneormoreparagraphsparagraphsEnglishsongs,accordingtotheordercrossover,thelyricspartoftheword,phrase,sentence,etc.removed,willremovepartofthereplacementpartasatargetpractice.Thiscaneffectivelypromotetheleveloflisteningcomprehension,butalsoapositiveprocess.3TherelationshipbetweenEnglishsongsandspokenEnglish3.1ThesimilaritiesbetweentherhythmofmusicandthatofspokenEnglish“Musicandlanguageshareseveralfeatures.Ontheonehand,bothstemfromtheprocessingofsounds;ontheother,bothareusedbytheirauthorsorspeakerstoconveyamessage,althoughlanguageismuchmoreprecisethanmusic,whoseeffectismainlyemotional.Onanotherlevel,musicandlanguagehaveintrinsicfeaturesincommon,suchaspitch,volume,prominence,stress,tone,pausesandrhythm.”Soundsaretherootsofbothmusicandspeech.ThemelodicapproachtolanguagelearningismainlybasedontheevidencethatmusicalityofspeechhasaneffectnotonlyonthepronunciationskillsofEnglishlearnersbutalsoontheirentirelanguageacquisitionprocess.Firstlet’sseeasentenceoftheEnglishsong—RedRiverValley:51│3333│3323│21Fromthisval-leytheysayyouaregoing,```“Itisobviousthatthethreewords:‘valley’,‘say’,and‘going’thesearestressedwordsallfallonthefirstorthethirdtimeofeachsection,thatis,onthebeatorsecondarybeat.Thewords:‘From’,‘this’,‘they’and‘a(chǎn)re’arenotkeywords,sotheyoccupyonlyonetime.Whilethewords:‘valley’,‘say’,and‘going’alloccupytwotimes;thatistosay,whenwesingthesewords,wehavetoprolongthem,andwealsohavetogivethesethreewordsfullpronunciation.Forthesakeofthevarietyandrichnessofmelody,therhythmofasongoftenchangesalotfreely;however,nomatterhowitchanges,ifthelyricofthesonggoeswellwiththemusic,therhythmofthelanguagewillstillbebasicallyinaccordancewiththerhythmofthemusic.”Therhythmofmusicreferstoregularcombinationoflengthandstrengthofsounds;therhythmoflanguagereferstocombinationofalternatechangesinspeed,pitchandpausesinacertainperiodoftime.Differentlanguageshavedifferentrhythms.Therhythmofmusicsharemanysimilarfeatures.MasteryoftherhythmofmusiccanbegreatlyhelpfultothelearningoftherhythmofspokenEnglish.Theirsimilaritiesareasfollows:(C)Stressalternateswithnon-stress,andthusthereisastrikingcontrast.Inthemelodyofmusic,stressisrhythmwhichconstitutesthebasicelementofthemelody.And“Englishisastress-timedlanguage.”EachEnglishsentenceismadeupofrhythmgroups.Ineveryrhythmgroup,nomatterhowmanysyllables,thereisonlyonestressedsyllablesimilartobeatinmusicandthisstressedsyllableplaysakeyroleintherhythmofspokenEnglish.（D）RegularityoftheAppearanceofStressTherhythmofmusicisregularlyrepeated;andtherepetitionisverystrict.Thisisanimportantfeaturethatmakesmusicdifferentfromnoise.TherhythmofspokenEnglishalsohasthefeatureofregularity.StressinspokenEnglishappearsinaperiodicalway,whichisthemanifestationoftherhythm.(E)Stressisnotusedtomarkoffdifferentsensegroups.Inmusic,stressisrhythmbutitisusedtomarkoffsensegroups.InEnglish,stressisonlyusedtomarkoffdifferentrhythmgroups,notsensegroups.ManyEnglishlearnersconfuserhythmgroupswithsensegroupsinspokenEnglish.ThisinfluencestheirspokenEnglishbadly.(F)Pauseisanimportantfactorinthemakingofrhythm.BothmusicandspokenEnglishhavepauses.InspokenEnglish,therearemanykindsofpauses,suchasphoneticpause,grammaticalpause,etc..Inaword,thesesimilaritiesbetweenmusicandspokenEnglishtellusthatenoughattentionshouldbepaidtomusicinpracticingspokenEnglish.WecanmakefulluseofthesesimilaritiestopracticespokenEnglish.WeshouldnoticetherhythmicalbeautyofspokenEnglishandtrytomastertherhythmofspokenEnglishbyusingEnglishsongs.Thenthiswillbringtwicetheresultwithhalftheeffort.3.2CloserelationshipbetweenspeakingandlisteningInrealcommunication,actually,bothlisteningandspeakingbelongtooralactivities.Aslisteningandspeakingaretwodirectactivitiesandarethemainformsincommunication,theyarecloselyrelatedtoeachother.Listeningisaprocessofreceivinginformation,andthelisteneristryingtounderstandtheinformationreceived;whilespeakingisaprocessofgivingoutinformation,andthespeakerisexpressinghimself/herselfbyemployingwhathe/shehasstoredinhis/hermind.Listeningandspeakingbothdealwithacousticsignals.Theydependoneachotherandpromoteeachother.“AccordingtoStephenKrashen,anAmericanpsycholinguist,‘Languageinputcomesbeforelanguageoutput.”Listeningisessentiallyaprocessofinformationinput;itisaprocessofreceivinganddecoding;whilespeakingisaprocessofinformationoutput;itisaprocessofcodingandtransmitting.Thereforelisteningisthebasisandpremiseofspeaking.Toimprovespeakingability,itis,aboveal,necessarytoimprovelisteningability.Theultimatepurposeofimprovinglisteningistoimprovespeaking--toenhancecommunicationability.’”Inshort,alargeamountofauralinputoflanguageisgoodforeffectiveoraloutputoflanguage.GoodspokenEnglishneedslotsofauralinputoftheEnglishlanguage.WehavetotryeverymeanstoreceiveasmucheffectivelanguageinputaspossibleinordertoimprovespokenEnglish.4.HowtoUseEnglishSongstoImproveOralEnglish4.1.SelectGoodEnglishSongsFirst,accordingtothetheme:Therearevariousthemesofsongs,suchaslove,peace,hero,encouragement,friendship,etc..InthefollowingparagraphstheauthorwillgivesomeEnglishsongsforchoice.Songsaboutlove:LoveMeTender,CandleInTheWind,CaliforniaGirls,TakeMeHome,CountryRoad,Superstar,TheWayWeWere,MoonRiver,RightHereWaiting,TieAYellowRibbonOnTheOldOakTree,UnchainedMelody,IWillAlwaysLoveYou,LoveStory,RiverofBabylon,HookedOnTheMemoryOfYou,Edelweiss,SpeakSoftlyLove,Don’tCryForMe,Argentina,SomewhereMyLove,MyOwnTrueLove,MyHeartWillGoOn,PromiseDon’tComeEasy,ThereYouWillBe,etc..Songsaboutpeace:Imagine,WhenAChildIsBorn,HealTheWorld,andtheveryfamousonesungbyagroupofsingers--WeAreTheWorld:“Therecomesatimewhenweneedacertaincallwhentheworldmustcometogetherasonetherearepeopledying,ohit’stimetolendahand```”Songsaboutencouragement:Hero,Reach,WhyWorry,Sing,LetItBe,Sailing,etc..Next,accordingtothestyle:Englishsongscanbecategorizedintomanyonesaccordingtodifferentstylesofsongs:theblues,jazz,rockandroll,countrysongs,classics,pops,songsfrommovies,Christmascarols,etc..Last,accordingtolevelofdifficulty:SomeEnglishsongsarelongerandmaybemoredifficult,sosometimesitisnecessarytochoosethosethataresuitableforlearning.PeopleofdifferentageshadbetterchoosedifferentEnglishsongs.Children’ssongs:ColorsOfTheWind,MyGoldenSun,MyLittleTable,etc.;Adults’songs:EyesOnMe,YesterdayOnceMore,BigBigWorld,etc..4.2WhenlisteningtoandlearningEnglishsongsaloneWhenanEnglishlearnerlistenstoandlearnsEnglishsongsalone,he/shecanfollowthefollowingsteps:Step1.Listenforthefirsttimeandtrytothinkaboutthethemeofthesong.Step2.Listenforthesecondtimeandthethirdtime;trytomakeouteverywordandphraseaswellaspossible,andatthesametimepayattentiontowordpronunciationandsoundlinking.Step3.Listenforthefourthtimebylookingatthelyricofthesongandthistimefocusontherhythm,especiallythewordsthatstressfallson.Step4.SingthesongbyfollowingthetapeorMTV;feelandlearntherhythm.Step5.SingthesongtothemusicaccordingtothesimilarcharacteristicsofmusicandtheEnglishlanguagewithoutlookingatthelyric.Step6.Readoutaloudthewholelyric,andespeciallypaymuchattentiontosomegoodwords,phrasesandsentencesandtrytolearnthembyheart.Step7.Singthesongwithfullpassionassimilartotheoriginalsingingaspossibleandtrytosingthewholesongcorrectlyandfluently.Step8.Evaluateorretellthesong;expressinnerfeelingsorintroducethesongtoothers.ThesestepsabovearesuggestedinordertoimproveEnglishpronunciation,tomasterEnglishrhythm,andthentoimprovespokenEnglish.Certainly,tomakemoreprogress,largeamountsoflistening,imitatingandpracticingisneeded.Itisbettertotakeoffalittletimefromthescheduletopracticeearnestlyeveryotherday,becausesuccessoftenresultsfrompersistence.Hereisanexample:Asisknowntoall,theUnitedStateshasfifty-onestatesexceptWashingtonD.C.,andmanyofthenamesofthesestatesarenotsoeasytopronounceaccuratelyandrememberwell.WhileSusanNipp“TheUnitedStates,theUnitedStates,IlovemycountrytheUnitedStates,There’sAlabama,Alaska,Arizona,Arkansas,California,Colorado,ConnecticutandDelaware,Florida,Georgia,Hawaii,andIdaho,Illinois,Indiana,IowaandKansas,Kentucky,Louisiana,Maine,Maryland,Massachusetts,Michigan,Minnesota,Mississippi,Missouri,```”Assongsarealwaysfullofemotionsandrhythm,singingaloudwiththehelpofthemelodyandthemusicalityoflanguageisusefulformemorizingwords,especiallytheirpronunciation.Justasismentionedinparttwoofthispaper,accordingtoMurphey,“song-stuck-in-my-head”phenomenonisamelodicDin.AndalsoaccordingtoMora,musicmayleaveaverydeeptraceinourmemories;melodyissimplylikeacuetobringtomindtheaccurateinformationwearetryingtorecall.Thatistosay,duringsingingthesongaloud,melodyandrhythmarehelpingwithrememberingauthenticandaccuratewordpronunciation,especiallythosedifficultones.Soafterlisteningtoandlearningthissongforseveraltimes,onecanatleastsayouthalfofthesestates’names.He/Shecansaysomethingaboutthesong.He/Shemayknowsomeofthestatesverywell,thushe/shecansaytohimself/herselflikethis:“IknowthatCaliforniais…”,or“IlikeFloridabecause…”etc..Ifpossible,he/shecanintroducethissongtoothersinEnglishthisisanopportunitytopracticespokenEnglish.Thus,whentalkingaboutAmerica,onewillfinditeasytosaysomethingaboutsomeofthesestates.4.3WhenlisteningtoandlearningEnglishsongswithanotherpersonormoreWhentwoormorepersonslistentoEnglishsongstogether,theycancarryonkindsofactivitiestopracticespokenEnglish,suchas,discussionorargument,retellingorstory-telling,performanceandsoon.Forexample,afterlearningthepopularoldsongAuldLangSynewhichisoftenplayedonTVorontheradioorinballrooms,thetopic“friendship”canbediscussed.AnothersongTieaYellowRibbonroundtheOldOakTreeisalsoagoodchoiceforpracticingspokenEnglish.Actually,thissongtellsamovinglovestory.WeknowthatstorytellingisaninterestingandeffectivewayofpracticingspokenEnglish.Soafterlearningthissong,thelearnerscantrytousetheirownimaginationtotellthelovestoryinEnglish.Ortheycansaysomethingabouttheheroininthislovestory.Theycanevenhaveafurtherdiscussionabout“l(fā)ove”.Forexample,thequestion“Whatistruelove?”canbediscussed.Tosumup,Englishsongsprovidelotsoftopicsfordiscussion.Solongastheyareusedinaneffectiveway,theywilldomuchgoodtotheimprovementofspokenEnglish.4.4WhenlisteningtoandlearningtoEnglishsongsinclassForEnglishteachers,EnglishsongsarealsoaverygoodaidofhelpingstudentstoimprovetheirspokenEnglish.SelectionofEnglishsongsissoimportantthatEnglishteachershavetochooseamongthatmanysongscarefully.WhenitcomestousingsongstoimprovespokenEnglish,therearethreepointsshouldbepaidattentionto,thatis,pre-listening,while-listening,andpost-listening,andpost-listeningcomesfirstastopracticespokenEnglish.Therefore,Englishteachersshouldputemphasisonpost-listening.Varietyoforalactivitiescanbeadopted:post-listeningquestions,post-listeningexplaining,post-listeningretelling,post-listeningdiscussion,post-listeningimitation,post-listeningperformance,etc..Inthefollowingparagraphs,twoexamplesaregiven:Example1:StorytellingisaveryusefulwayforpracticingspokenEnglish.“LemonTree”isagoodchoiceforpost-listeningactivity.Theactivityfollowsthefollowingprocedures:（G）Preparealistofquestionsbasedonthelyricsofthesongtoguidetheactivity.(H)Dividethestudentsintogroupsandgiveeachgrouponecopyofthequestions.Letthemdiscussfreelyandusetheirownimagination.Eachgroupshouldhaveonegroupleadertotakenotesoftheirdiscussion,andthenmakeupastorytogether.(I)Askeachgrouptoreadtheirownstorytothewholeclass.(J)Letthewholeclassjudgewhichsongisthebest.Questionsfor“LemonTree”:(K)Whendidyourfatherwarnyounottoputyourtrustinlove?(L)Whydidhewarnyou?(M)Didyoulistentoyourfather?Why?(N)Howdidyoufallinlove?(O)Whathappenedoneday?(P)Whydidsheleaveyou?How?(Q)Didyoudoanythingwrongtoher?(R)Howdidyoufeelaftershehadleftyou?(S)Whathaveyoulearnedfromthisloveaffair?Example2:MTVisalsoakindofresourcethatcanbemadefulluseoftolearningEnglishsongs.Recently,MTVisbecomingmoreandmorepopular.SomegoodMTVmadeinEnglishcanbringlotsofbenefitsforEnglishlearners.AsMTVcarrieslotsofinformation,itishelpfulforstudentstolearnforeignhistory,culture,sociallife,art,etc.,whichcanbegoodtopicsoforalactivities.Besides,MTVshowsmanyattractingpicturesanddifferentcharacters,sothesequestionscanberaisedfordiscussion:

(T)IntheMTV,whatplaceshaveappeared?(U)IntheMTV,howmanyandwhatkindofpeoplehaveappeared?(V)Whatdoyouthinkaboutthecolorsofthepictures?Howmanycolorshaveyoufound?(W)Doyouthinkthepicturesareproperlyusedtotellthestoryinthesong?(X)Doyouthinkthemusicmatchthepictures?AlltheseactivitiesmaybeofbighelpforimprovingstudentsspokenEnglish.Oncetheirinterestisarousedandtheirconfidenceisbuilt,openingthemouthasoftenaspossibletospeakEnglishbecomespossible.5.ConclusionEnglishlearningisreallyalonghardprocessthatrequiresalotofeffortsandtechniques.Duringthisprocess,asweallknow,thebiggestproblemishowtospeakfluentandidiomaticEnglish.ThesimilaritiesbetweenmusicandspokenEnglish,andthecharacteristicsandadvantagesofEnglishsongstellusthatusingEnglishsongstoenhancelisteningandspokenEnglishcanbereallyanotbadchoice.Fromtheaboveanalysis,weknowhowEnglishsongshelpimprovespokenEnglishinmanyaspects,suchaspronunciation,vocabulary,senseofrhythm,etc..VariousthemesandrichcontentofEnglishsongsofferagoodmanytopicsforthepracticeoflisteningandspokenEnglish.AlltheadvantagesmakeusbelievethatextensivelisteningandimitatinganddiscussingcanbringlotsofbenefitsfortheimprovementofspokenEnglish.FeelbeautifulEnglishinbeautifulmelody;EnglishsongsasanaidofimprovinglisteningandspokenEnglishwillgainmoreandmoreattentionandwinmoreandmorepopularityinthenearfuture.Bibliography: [1]AlanDuan.如何有效地學(xué)習(xí)英語口語[J].新東方英語.2005.[2]蘇玉潔.英文歌曲教學(xué)與英語口語的提高[J].溫州師范學(xué)院學(xué)報(bào).2003.[3]任玉琴.聽力課輔助口語教學(xué)[J].外語電化教學(xué).1997.[4]鄭景.英文歌曲與英語學(xué)習(xí)[J].成都?xì)庀髮W(xué)院學(xué)報(bào).1999.基于C8051F單片機(jī)直流電動(dòng)機(jī)反饋控制系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的嵌入式Web服務(wù)器的研究MOTOROLA單片機(jī)MC68HC（8）05PV8/A內(nèi)嵌EEPROM的工藝和制程方法及對(duì)良率的影響研究基于模糊控制的電阻釬焊單片機(jī)溫度控制系統(tǒng)的研制