4。2 The analysis of the classroom observation 13

    4。3 The analysis of the results of the interviews with teachers 14

Chapter Ⅴ Discussion 15

    5。1 problems of chant teaching in classroom 15

5。1。1 Teachers’ insufficient recognition of chants 15

5。1。2 Deficient and comprehensive implementation of chants in English classes 15

5。1。3 Students’ unsatisfactory command of chants 16

    5。2 suggestions on effective chant teaching 16

5。2。1 Implication from the research on chant teaching 16

5。2。2 Suggestions for more effective application of chants 20

Chapter Ⅵ Conclusion 22

References 24

Chapter Ⅰ Introduction

    Different from the English teaching in middle school and high school which puts stress on students’ ‘digestion’ of systematic knowledge, English teaching in primary school is trying to enable students to do things with English in which students’ ‘output’ matters a lot。 And games, songs and chants are just three typical ways for English teaching in primary schools which motivate students to do things in English。 Recently, chant teaching in English classroom has become a hot issue in primary schools。论文网

    The ‘English Curriculum Standard’ that was published by Ministry of Education in 2016 has stated clearly the demand and the target for chant learning that are supposed to be achieved by students (Ministry of Education, 2012)。 So chants have already been more and more regarded as an important teaching method for English classes。 At present, it can be found that English chants are frequently used in English classes。 Even so, most teachers’ recognition of chants is deficient, which causes chants to be improperly used。 Sometimes, chants only serve as an award for students’ excellent performance in class。 That is, they are just for ‘entertainment’。 Therefore, chants may have no connection with English learning and can’t play their real roles well。

    Compared with other teaching methods for English teaching in primary schools, researches on chants are rather limited。 And that may be why most English teachers haven’t know chants well and haven’t applied them well。 So, this thesis, first of all, is meant to help to form a deep impression of the chant used in English teaching in mind and make it as familiar as other teaching methods to the readers。 What’s more, the further significance of this paper is to help to form a systemic framework of the application of chants in classes in primary schools。

Chapter Ⅱ Literature Review

    2。1 Chant

    2。1。1 Definition

    A chant is originally the rhythmic speaking or singing of words or sounds, often primarily on one or two main pitches called reciting tones。 Chants may range from a simple melody involving a limited set of notes to highly complex musical structures, often including a great deal of repetition of musical subphrases。 Chant may be considered speech, music, or a heightened or stylized form of speech (Stolba, 1994)。 Before chants’ application in language teaching, they’re most often used in religions as a spiritual practice。 Since chants’ first application in English teaching in 1970s, chants have been endowed with different meanings。 Graham Carolyn, the professor from New York University, was the first to find that, in English teaching of primary schools, chants and English have one thing in common。 And that is rhythm。 (Graham,                        1975) Through a series of elaborate observation and research, she first tried teaching jazz chants in her English classes。 Little by little, this kind of English chant teaching made a difference。 It was not only warmly welcomed by most students but also accepted by many other professors。 So, until now, chant has always been one of the important foreign language teaching methods。