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说明：摘 要：由于英语越来越成为国际化语言，在我们国家兴起了一股学英语的热潮。加之《新课程标准》的颁布与实施，在初中英语教学领域出现了许多新的难题。怎样使教学更加有效，并且让孩子们带着浓厚的兴趣去学英语，是我们英语教师目前面临的具有挑战性的问题。本研究旨在解决这一问题。实践证明，在课堂上使用英语教学能够促进英语学习。
在相关理论的指导下和前人研究的基础上，本研究利用调查问卷、访谈、观察和实验四种方式来探讨英文歌曲和语言教学之间的关系。
通过分析各种信息、数据，最终得出如下结论：歌曲运用于语言课堂能更好地提高学生的学习兴趣，创建一种学习氛围，培养听、说、读、写的能力，扩充词汇量，拓展文化知识。
实验结果更清楚地证明运用歌曲教学大大提高了学生的英语学习成绩，它是促进语言习得的有效方法。毫无疑问，该研究有助于提高英语教学质量。我相信通过更新教师的教学理念、解决学习者的情感焦虑问题、激发学生的学习动机、提供具有人性化及个性化的教学，英语教学必将大有改进。
本论文共分四个章节。
在引言部分，先介绍了目前我国新的教育形势，然后从心理学的角度分析了初中生注意力的特点，接着引入国内外专家、学者的论述，说明为什么将歌曲引入课堂，主要有以下四个原因：（1）音乐在文化和交际中起着非常重要的作用，（2）音乐能增强记忆力，（3）歌词的重复性可促进大量公式化语言的输入，（4）与音乐有关的活动可发展听、说、读、写四项基本技能。最后阐明了歌曲教学的重要意义。
在第二章，分四个方面介绍了本研究的理论基础：动机领域；情感过滤理论；认知领域；语言学领域，同时将与本课题有关的国内外研究现状作了分析。
第三章和第四章集中说明了研究的对象、方法、程序，并将所得数据进行了详细分析，验证歌曲教学有效性的信息的收集是通过四种渠道：调查问卷，学生访谈，课堂观察和跟踪实验。从调查问卷的结果来看，绝大多数学生都希望老师课上播放些英文歌曲；观察一下学生的课堂表现，歌曲确实激发了兴趣；而且实验更验证了歌曲教学能极大地促进英语教学。
第五章转入论述将歌曲运用到课堂的各种有效途径。首先指明选择歌曲的原则，在此基础上，提供了四种不同的可以借鉴的课堂教学方法：歌曲作为热身；歌曲辅助语言知识的教学；通过歌曲拓展英美历史、文化知识；歌曲用于娱乐或放松。至于用歌曲辅助语言知识的教学，具体体现在教词汇、教发音、教句式、教语法。末尾，提出了规范歌曲活动的建议。
基于以上论述，本文的最后一章阐述以下观点：无论从心理学、语言学还是文化的角度来看，歌曲都可以应用到课堂中去，学生对此显示了极大的热情，它不仅能吸引学生的注意力，激发他们的学习动机，而且还会使一节课变得令人愉快、难以忘怀。对于我们教师来说，如何在课上有效地利用歌曲提高学生使用目标语言的能力，是一项极具挑战性的课题。
关键词：英文歌曲；初中；动机；兴趣；语言教学
Chapter 1 Introduction
1.1 Background: New Curriculum Reform
As English becomes more and more accepted as an international language, it is increasingly emphasized in the middle school teaching. The Ministry of Education has promulgated the New English Curriculum Standards. Since the first year of the new century, the students in schools have had the opportunities to use the new textbooks, which are the new century''s gifts given to them. But what should the teachers do to adapt to the new textbooks? Should they change their teaching methods?
It is well-known that education in our country has been influenced by the deep-rooted examination-oriented system for a long time. A teacher-centered class is a typical traditional passive class. Such traditional English teaching fails to develop the comprehensive competence after over ten-year English learning. As a result, the English learners cannot use English as a tool to communicate with foreigners. Therefore, the old teaching model should be reformed.
In New English Curriculum Standard, the task for English curriculum is described like this: …to arouse the students’ interest in English learning and develop the positive attitude towards English learning so as to build the confidence in English learning. The present study tries to achieve this goal, which may be of help to improve the quality of English teaching.
How can we help students learn in such a challenging situation? Schools are crucial to students’ learning. English teachers should feel responsible for promoting its effective teaching. However, too many of them focus students’ most attention on grammatical structures, and on practice in isolation; too many of classroom activities are based on teacher-talk and student-listen routines. Teaching in such a way cannot lead students to develop interest in learning English. These phenomena in language class attract more attention from educators home and abroad recently. It is quite important to select suitable approaches to teach the primary learners. For the most part, a teacher must use his or her creativity and experience to get students involved and interested in learning. Bring in creative ideas and implementing them in EFL classroom can motivate students and make teaching more fun. It has been found that one appropriate strategy to encourage language acquisition is using English songs. Many scholars agree that songs in the language classroom have been considered a better way to arouse the interest of the children; to create a learning environment; to strengthen listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge. So do the English teachers. More and more teachers begin to carry out this method. They have realized its advantages: the ability to capture students’ attention; lower students stress.
目录：Chapter 1 Introduction
Chapter 2 Literature Review
Chapter 3 Methodology
Chapter 4 Data Analysis
Chapter 5 Application in Language Classroom
Chapter 6 Conclusion
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作者点评：In this research, I adopted such methods as interview, questionnaire, and experiment and classroom observation to investigate the effectiveness of song-teaching approach in English teaching. The results of the research show that songs can be applied in language classroom from psychological, linguistic and cultural points of view. The students show their positive attitude towards language learning.
However, some teachers think singing songs in class is a waste of time and prefer not to use it. Many experienced textbook and methodology manual writers have argued that songs are not just time-filling activities, but have a great educational value. Most songs make the learners use the language instead of thinking about learning the correct forms.
The teachers need to assess how to use songs appropriately in the classroom. It is important to choose an appropriate time and proper types of teaching songs. It depends on the purpose for that particular lesson and needs to be determined by looking at the attributes of the song itself. The goal may be teaching the interesting or unusual vocabulary of a song. If the emphasis is the culture of the song, then teaching culture would be the focus. Leading-in a class by singing a song that is linked to the topic is a good way to begin a class. Working on pronunciation with certain songs has value, too. Singing for pure pleasure is also valid.
However, because of the limitations of the syllabus, songs cannot be used as much as they should be. Therefore, it may be challenging for teachers to try to add some songs in class in order to develop students’ English proficiency of the target language. To arouse the students’ interest is the first point in language teaching. Furthermore, how to sustain the interest is the key for language teaching. The language teachers should realize the challenging they are facing.
“Language is used to communicate. Children increase their ability to use language by using it. …Children do not increase their ability to use language by being taught about language.” (Johnson, p.1) when attention is given exclusively to the mechanics of reading and writing, language becomes meaningless. Let’s strive to make our classroom a place of learning that not only motivates students to participate, but is downright fun in the process.
