An Empirical Analysis On Learning English Songs In English Class

Speech and music are common among human cultures. Both of them involve organized acoustic sequences and complex cognitive and motor processes. The relationship between language and music has long interested scholars across a broad range of disciplines, from linguistics to neuroscience, and is the focus of an expanding body of empirical research. English songs are full of cultural, humanistic and aesthetical value. It is assumed that learning to sing English songs is very helpful in improving one's English. The writer of this thesis has found out through observation, interview, questionnaire and experiment that students' musical aptitude is positively correlated with their English phonetic proficiency. That is to say, students with higher music aptitude tend to have higher English phonetic proficiency while students with lower English phonetic proficiency tend to have lower music aptitude. After having an experimental teaching, the result of the oral English test proves that teaching English songs when teaching English can help improve the students' spoken English.This study is characterized with some aspects:First, it re-examines the rationality of learning English songs in English teaching from multiple perspectives. Second, the correlation between students' musical intelligence and oral English level is confirmed through empirical research. Third, through comparison and analysis of the experimental data of the experimental class and the control class, it is confirmed that learning English songs in English teaching can enhance students' spoken English level. Fourth, according to the writer's own teaching experience and with an application of teaching English songs in a middle school, some strategies of teaching English songs are discussed and demonstrated from multiple perspectives.