A Study On The Application Of English Songs To Junior High English Vocabulary Teaching In The Ethnic Minority Regions

In 2017,the Education Department of China issued the English Curriculum Standards for Compulsory Education.The new curriculum standards clearly proposed to pay attention to quality education,namely the education for all-around development and also highlighted the value of language learning for students' development.As we all know,the three elements of language learning are pronunciation,vocabulary and grammar.As one of the three elements of language learning,the size of vocabulary and the use of vocabulary have a great impact on a person's English learning.The author has been teaching in the minority areas for a long time,besides the problem of students' less interest in the long-term mechanical memory,students also have those difficulties learning vocabulary.Firstly,some students from minority regions use their own language in their daily lives when they are young.But when they go to school,they have to learn English and Chinese at the same time,which is a big challenge for them.Secondly,influenced by culture differences,some students lack interest in English learning.Thirdly,influenced by traditional ideas and the environment,some students have narrow vision and lack of confidence in English learning.However,the traditional vocabulary teaching methods obviously cannot solve these problems.Therefore,we must explore new vocabulary teaching methods.In the long-term teaching practice,the author found that some students had a strong interest in popular English songs,and they could learn the words and expressions from the lyrics fast and easily.Through the research,the author also found that in the lyrics there are many words which the students are required to master in junior high school.Based on the multiple intelligences theory,the input hypothesis and the emotional filtering hypothesis,this paper made an in-depth study on exploring new ways of English vocabulary teaching.In this paper,the author will explore the following questions: firstly,can the use of English songs enhance students' interest in vocabulary learning in ethnic minority areas ? Secondly,can the use of English songs improve thestudents' ability to memorize and use vocabulary,and help them to expand their vocabulary?In this paper,the author selected two classes of middle school named E in Mengzi city as the research objects.Before the experiment,all the 106 students were asked to take the pre-test in vocabulary.According to the results,the students from the two classes had similar vocabulary level.In the 3-month study,the author adopted questionnaire,classroom experiment,interview and other research methods in the experimental class.After the experiment,students took the post-test.During the research,all the data and materials were collected and saved with Excel and Word,and with the help of Excel and SPSS,the author could make sure whether the experiment worked well.After the experiment,through SPSS analysis,the author found that there were significant differences between the experimental class and the control class in terms of vocabulary learning,which proves that the application of English songs has a significant effect on English vocabulary learning.Firstly,it can improve students' interest and confidence in vocabulary learning.Secondly,it can help students memorize words better.Thirdly,it can help students to expand their vocabulary.What's more,it can help cultivate students' awareness of cross-cultural communication and lastly it has a positive impact on students' writing.Limited to the author's research time and research ability,there are still some imperfections in this study,such as short research time,small data samples,data reliability etc.In the future,the author will continue to study vocabulary teaching and the negative transfer effect of English songs on students' writing.What's more,the author will try to ensure the effectiveness,comprehensiveness and objectivity of the future research.