The Auxiliary Application Of Chant In Grade 6 Spoken English Class At Village Primary School

The problem with Grade 6 Primary English teaching in the village lies in Spoken English practice, in which students are too nervous to speak out and they speak English with accents. Based on the theories of Input and Output, Second Language Acquisition and Multiple Intelligence, different types of teaching methods play important roles in Grade 6 English teaching, but few have accomplished their desired results. Second Language Acquisition theories designate that Grade 6 is an important period for language learning. The importance of chant can not be underrated in English teaching. Chant teaching at this stage involves a lot of things such as knowledge cognition, interests development, teaching target and character fostering. The opposition and unity among these factors force teachers to center the arrangement of teaching materials, the organization of English teaching at different levels.For Grade 6 pupils who are short of proper knowledge structures, the contents of textbooks should match their particular mental characteristics and development. Teachers should make efforts to stimulate learners' positive emotions, such as self-respect, confidence, empathy, motivation, joy and amazement during English teaching.Furthermore, English chant teaching grows in the earth of life. In English teaching in the village, the content of chant is rooted in village life. Choosing suitable material from the textbook and designing original chants are ways to achieve great effect.A survey by the author of this thesis of the application of English chants in Grade 6 of a village primary school indicates that English chant teaching suits students' cognitive level and mental characteristics. The chants and songs have mostly included lively, light-hearted and interesting contents which are close to students' lives. The teaching have generally been constructed by the principle of helping students develop their multiple intelligence and improve their qualities through participation and experience in English learning process. Most importantly, the method helps the students to speak out bravely and speak English accurately. Cambridge English is one representative of the teaching. More chants designed by teachers themselves are also other representatives of the teaching. In order to verify the positive effects of chants in Spoken English teaching, the author of this thesis carried out an experiment where the students learning chants and the students without learning chants are compared and contrasted. The data collected from the experiment indicates that English teaching involving chant (as is represented by Cambridge English) has significantly higher positive influence than English teaching involving other methods but little chant teaching.Based on the survey and the results of the experiment, the author of this thesis points out some weaknesses in the present Spoken English teaching in Grade 6 of village primary schools and proposes that Spoken English teaching should include a long-term goal, that is, to help students improve their comprehensive language competence on the bases of language skills, language knowledge, affective factors, language learning strategies and cultural awareness. She also recommends that particular short-term goals be set for the different stages of the language learning process. At the primary stage, listening and speaking are emphasized, based on which reading and writing are also cultivated. Lastly, the author of this thesis give the principles of English chant teaching in Grade 6 of village school, holding that English chant teaching should be combined with real village life, students' characteristics and that both teaching process and learning process should be paid attention to.