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1、高职英语听力教学中英文歌曲辅佐教学功能实例研究Chapter 1 Introduction1.1Background of the studyThe language communicative process includes two parts: information transmissionand information acceptance, that is, oral part and listening comprehension part. Englishlearning is a process of language acquisition, and foreign lan
2、guage acquisition is mainlyabout the skill training of listening comprehension and speaking. Listening comprehensionis a basic skill in language learning. When people listen to music or watch movies, theyget information mainly from listening, therefore, listening comprehension skills is vital fora f
3、oreign language learner. According to the statistics of Rivers (1981), in human languagecommunicative activities, writing accounts for 9 percent, reading accounts for 16 percent,speaking accounts for 30 percent, while listening comprehension accounts for 45 percent.Therefore, listening comprehension
4、 plays an important role in human languagecommunicative activities.At present, China’s English teaching syllabus of higher education mainly experiencedthree phases of reform. The first phase is mainly in grammar teaching, the second phase ismainly in reading, while the third phase is mainly in
5、 listening comprehension and oralabilities. Changes in the three phases prove that China’s English education values moreand more about students’ English communicative abilities. As a new mode of education,vocational education has got more and more attention from people.1.2Questions and o
6、bjectives of the studyThere are four specific questions need to be solved in this study:(1) What are the existing problems in vocational college students’ learning in Englishlistening comprehension course?(2) Is there relevance between English songs and listening comprehension level?(3) Compar
7、ed with traditional teaching mode, does English songs’ application inEnglish listening comprehension teaching have any advantages? If there are advantages,what kind of advantages?(4) How to apply English songs in English listening comprehension teaching? Whatis the specific teaching mode? How
8、to design reasonable principles about English songs’ selection, placement, and relevant questions and discussions?This thesis focuses on exploring the question how to apply textbook-related Englishsongs in English listening comprehension course in order to highlight English songs’auxilia
9、ry functions in English listening comprehension teaching, and improve theclassroom effect of English listening comprehension course.Chapter 2 Literature Review2.1 Studies of music and languageMusic can adjust the brain to the best condition. When people are in the very relaxedmood, their brains stay
10、 in the most open condition, at this time, their brains can easily getthe external information. Musical intelligence refers to human’s comprehension ability tothe melody, rhythm, or the tune, and it also refers to the ability to express feelings andthoughts with music. Rozanov and Gateva (1988
11、) puts forward suggestopedia teachingtheory, and this theory advocates that when people were comfortably listening to music,their bodies will carry out many psychological and physiological activities, at this time,their imagination is galloping, their creativity is active, and their mnemonic effect
12、ofknowledge will be strengthened and lasting, therefore, music plays an important role inlanguage learning.Music is the most charming language, the combination of music and English teachingcan properly enliven classroom atmosphere. Language and music are closely related.Music’s impact enables
13、students to accept knowledge lightly. Therefore, music enablesstudents to learn English easily. Teenagers have the potential of music, they are good atimitation, and most of them love popular music. In their spare time, they are most likely tocome into contact with English songs, so English songs ar
14、e good learning materials forthem. The melody of English songs is exquisite. English songs have the culturalconnotation and linguistic characteristics, and English songs can easily stimulate students’interest in learning English.2.2 Studies on English songs and English listening comprehension
15、teachingMany domestic and foreign scholars have done researches about English songs’application in English teaching. The former studies provide plenty of inspirations aboutapplying English songs in English listening comprehension teaching in vocational college. Krashen (1982) brings forward af
16、fective filter hypothesis theory. This theoryadvocates that learners must absorb the comprehensible linguistic form of language inputso that language acquisition can be generated. He thinks that learners often producelanguage absorbing barrier, and he calls this barrier affective filter. This language obstacleis unconscious, and it is formed by learners’ anxiety or lack of confidence. Therefore,Kr
