摘要：根据2019新课标，小学生应掌握的词汇总量为600-700单词。小学毕业后，英语水平应达到二级要求，其中包括能表演歌谣或诗歌30-40首。但在实际的教学中，有的学校尤其是边远贫困地区的小学往往不重视对于英语歌谣的教学，忽视了英语歌谣辅助词汇教学的重要作用。传统词汇教学方式生硬且无趣，直接导致学生学习效率低下，继而影响学生对英语学习的兴趣。

针对现有情况，作者以加德纳的多元智能理论和克拉申的情感过滤假说为基础，对成师附小万科校区三年级2个班进行了对照实验，以此来证明英语歌谣辅助词汇教学是否有利于促进学生对单词的理解和记忆；并通过对各年级英语教师进行问卷调查来了解不同年级英语教师对于利用英语歌谣辅助词汇教学的态度。

实验结果表明，英语歌谣辅助词汇教学的确能促进学生对单词的理解和记忆。小学各年级的英语教师对利用英语歌谣辅助词汇教学都持积极态度，尤其是小学低段的教师更倾向于这种词汇教学方式。

关键词：英语歌谣 词汇教学 小学英语

CONTENTS

摘要

Abstract

1 Introduction-1

1.1 Research Background-1

1.2 Significance of the Research-1

1.3 Structure of the Thesis-2

2 Literature Review-4

2.1 Relevant Concepts-4

2.1.1 English Vocabulary Teaching-4

2.1.2 English Chants-5

2.2 Theoretical Basis-7

2.2.1 Multiple Intelligence Theory-7

2.2.2 Krashen's Affective Filter Hypothesis-9

2.3 Relevant Researches on Primary School English Vocabulary Teaching Aided by English Chants-11

2.3.1 Researches Abroad-11

2.3.2 Researches at Home-12

3．Research Methodology-15

3.1 Research Questions-15

3.2 Research Subjects-15

3.3 Research Instruments-16

3.3.1 Test-16

3.3.2 Interview-17

3.4 Research Procedure-17

3.5 Data Collection and Analysis-18

4. Results and Discussion-19

4.1 Effects of Chanting Activities Aid on Students' Vocabulary Learning and Memorizing-19

4.1.1 Contrastive Analysis of Students' Class Performance-19

4.1.2 Pro-class Test-20

4.1.3 Memory Test-20

4.2 Teachers' Attitudes toward English Vocabulary Teaching Aided by English Chanting Activities-20

5. Conclusion-24

5.1 Major Findings-24

5.2 Implications and Suggestions-24

5.3 Limitations of the Study-25

Appendix-27

Bibliography-30