染雾英文歌曲与高职英语教学的关系论文 篇一
标题：The Impact of English Songs on Vocational College English Teaching
Abstract:
This paper explores the relationship between English songs and vocational college English teaching. It discusses the benefits of using English songs in the classroom, such as enhancing listening and speaking skills, improving vocabulary and grammar, promoting cultural understanding, and fostering motivation and engagement among students. It also addresses potential challenges and provides practical strategies for incorporating English songs into vocational college English teaching. The findings of this study suggest that English songs can be a valuable and effective resource for vocational college English teachers to create a dynamic and engaging learning environment.
Introduction:
English songs have become increasingly popular in English language teaching due to their various benefits. In vocational college English teaching, where students often have specific goals and needs related to their future careers, integrating English songs into the curriculum can be particularly advantageous. This paper aims to examine the impact of English songs on vocational college English teaching and provide insights for educators on how to effectively incorporate this resource into their teaching practices.
Benefits of Using English Songs in Vocational College English Teaching:
1. Enhancing listening and speaking skills: English songs provide authentic and natural language input, helping students improve their listening comprehension skills. Singing along with the songs also facilitates pronunciation practice and oral fluency development.
2. Improving vocabulary and grammar: English songs expose students to a wide range of vocabulary and sentence structures. Through repeated exposure to lyrics, students can expand their vocabulary and reinforce grammar rules in a meaningful context.
3. Promoting cultural understanding: English songs offer insights into the culture, history, and traditions of English-speaking countries. By analyzing the lyrics and discussing the cultural references in songs, students can develop a deeper understanding of the target language culture.
4. Fostering motivation and engagement: Music is inherently enjoyable and can create a positive and motivating learning atmosphere. Incorporating English songs into lessons can increase students' interest and engagement, leading to better learning outcomes.
5. Encouraging creativity and self-expression: English songs often contain poetic and metaphorical language, allowing students to explore their creativity and express their thoughts and emotions through music.
Challenges and Strategies for Incorporating English Songs into Vocational College English Teaching:
1. Limited exposure to English songs: Some students may have limited exposure to English songs outside the classroom. Teachers can address this by incorporating regular listening activities and providing access to a variety of songs through online platforms or classroom resources.
2. Language difficulties: English songs may contain complex vocabulary and fast-paced lyrics, which can pose challenges for students. Teachers can choose songs with simpler lyrics, provide pre-listening activities, and offer support through guided listening and comprehension tasks.
3. Cultural sensitivity: English songs may reflect cultural perspectives and values that differ from those of the students. Teachers should select songs that are culturally appropriate and encourage open discussions to promote cultural awareness and respect.
Conclusion:
English songs offer numerous benefits for vocational college English teaching. By integrating them into the curriculum, teachers can create a dynamic and engaging learning environment that enhances students' language skills, cultural understanding, and motivation. However, it is crucial for educators to carefully select songs, provide appropriate support, and address potential challenges to ensure effective integration. Further research and collaboration between language teachers and music professionals can contribute to the development of innovative and effective approaches to incorporating English songs into vocational college English teaching.
英文歌曲与高职英语教学的关系论文 篇三
英文歌曲与高职英语教学的关系论文
摘要：在高职英语教育中，学生们普遍英语基础薄弱，教唱英文歌曲作为一种辅助教学的手段，不仅不会影响正常教学，而且会对英语教学工作有很大的促进作用，寓教于乐，提高了学生的兴趣和口语能力，培养了学生们的语感。
关键词：英文歌曲 高职英语教学 关系
英文歌曲在英语教学中的作用常常被忽视，许多教师认为：教学进度紧，练习顾不上，根本没有时间来教唱英文歌曲。但在高职英语教育中，根据高职学生的特点，英语基础普遍较薄弱，采用教唱英文歌曲这样的方式进行辅助教学不仅能促进英语教学工作，而且更能调动学生们的积极性和参与性，从而发挥学生在教学中的主体作用，教学效果更明显，课堂气氛更和谐、生动，这样也使同学们不会觉得英语课只是由单词和语法组成的，枯燥无味，让他们在快乐中学习。在实践中我具体是这样要求的：
一、在课前征询同学的意见，整理大家所喜爱的英文歌曲，提高同学们的积极性和主动性
在讲课文的导入部分时，根据这个单元的课文内容和语境，选择较适合的英语歌曲进行搭配，当然这些歌曲也是同学们所喜爱的和耳熟能详的。例如：讲Wealth，SuccessorLove这篇文章时，我会搭配BackstreetBoys的歌曲AsLongAsYouLoveMe，其旋律琅琅上口，而且也体现了本文的主旨Loveisthemostimportantofall，让同学们能够更易理解课文的内容；讲MichaelJordanandMe时，我会选择R.Kelly专门为乔丹写的，并由他亲自演唱的歌曲IBelieveICanFly，在教同学们唱的时候，注意其中的一句歌词IfIcanseeit，thenIcandoit.IfIjustbelieveit，there’snothingtoit.IbelieveIcanfly，从中让同学们理解努力奋斗的含义，学习MichaelJordan的拼搏精神。在选择学唱的英语歌曲时，还要注意由浅入深，因材施教，对大一的新生们就选一些节奏较缓，旋律轻
二、在学唱英语歌曲中巩固和加强学生的英语语法和句型
我们在学唱英语歌曲的时候，不难发现在歌曲中有很多我们常用的语法和重要句型。学生们在学完一首英语歌曲时，常常都能记住其中的英语歌词，在记住歌词的同时，也能记住一些常用的重点句型。例如：在歌曲“ISwear”这首歌词中有这样的句子：Iswearlikeashadowthatisbyyourside。同学们可以在这个句子中注意到like的用法，作为介词“像，如”的意思以及定语从句的用法，shadow作为先行词，that引导的定语从句。
三、学唱英语歌曲还能够帮助同学们纠正发音，提高他们的口语和听力能力
平时同学们在学习英语时，对一些单词在句子中的重读、弱读、连读等不是很清楚。学习英语歌曲可以增强语感，在唱英语歌曲时，自然而然地就纠正了平时一些发音的错误，这也是我们平时所忽视的地方。如歌词followmearound中的“e”和“a”要连读（元音音素+元音音素连读）以及it’slikeIliveathousandlifetimes（前者不连读，因为it’slike和后面的从句属于两个不同的意群）。英文歌曲对提高学生的语言技能有着积极的作用，有助于学生形成良好的听力、正确的语音语调、富有情感的表现力。
四、学唱英语歌曲时可以让学生积累大量的新词汇
在高职英语教育中，很多同学在牢记大量新词汇方面都存在着问题，有不少同学今天记住的单词，一两天过后就遗忘了，这也成为了同学们学习英语的一道普遍难关。所以我向同学们推荐利用学唱英语歌曲的方法来牢记单词。这样不仅能够快速地记忆单词，还能够把单词牢牢记住，当你唱一首英语歌曲时，那首歌的英文歌词自然就能一一浮现在脑海中，这样使记单词的过程既不枯燥，而且还不易忘记单词，使记忆的周期延长了，也能体现出寓教于乐的乐趣。
参考文献：
1、张娜.高校英语教学中的文化教学.语言与文化研究（第五辑）.2010
2、谢春玉.关于英语教学中互动问题的思考.职业，2010（03）
