ResearchontheApplicationandImpactofEnglishSongsinPrimarySchoolEnglishTeaching1.Introduction1.1ResearchBackgroundWiththeaccelerationofglobalization,Englishhasbecomeanindispensabletoolforinternationalcommunication,increasinglyoccupyingapivotalroleinChina'sprimaryschoolcurriculum.TraditionalEnglishteachingmethods,whichpredominantlyinvolveteacher-ledinstructionandpassivestudentreception,oftenfailtofullyengagestudentsorfostertheirlanguagepracticeabilities.Consequently,thereisagrowingemphasisonexploringmoredynamicandeffectiveteachingstrategies.Inrecentyears,music,particularlyEnglishsongs,hasemergedasapromisingtoolinlanguageeducationduetoitsabilitytotranscendculturalbarriersandengagelearnersthroughrhythm,melody,andemotionalexpression.Englishsongscaptivatestudents’attention,stimulatetheirenthusiasmforlearning,andfacilitatetheacquisitionofnewvocabularyandgrammaticalstructuresinarelaxedandenjoyableenvironment.Moreover,theyserveasamediumforcross-culturalcommunication,helpingstudentsunderstanddiverseculturalexpressionsandcustoms.BothdomesticandinternationalresearchunderscorestheefficacyofintegratingEnglishsongsintoteaching,demonstratingsignificantimprovementsinstudents’listening,speaking,reading,andwritingskills,aswellasenhancedlanguageperceptionandculturalunderstanding.Despitetheseadvantages,thepracticalapplicationofEnglishsongsinteachingfacesseveralchallenges,includinginappropriatesongselection,sub-optimalteachingdesigns,andinadequateevaluationofteachingoutcomes.ThisstudyaimstosystematicallyinvestigatetheapplicationandimpactofEnglishsongsinprimaryschoolEnglishteaching,providingboththeoreticalinsightsandpracticalrecommendations.1.2ResearchPurposeandSignificanceThemainpurposeofthisstudywastoevaluatetheeffectsofEnglishsongsinprimaryschoolEnglishteachingandtoexploretheireffectsonstudents’learningattitudes,interestsandlanguageskillsdevelopment.(1)ToexplorethestimulatingeffectofEnglishsongsasteachingresourcesonpupils’interestinEnglishlearning.(2)AnalyzethespecifichelpofEnglishsongstoimprovethecomprehensiveEnglishlistening,speaking,readingandwritingabilityofprimaryschoolstudents.(3)TostudywhetherEnglishsongscanhelpimprovepupils’classroomparticipationandcooperativelearningability.(4)ProposeanimprovementplanforprimaryschoolEnglishteachingbasedonEnglishsongs,withaviewtoprovidingmorediversifiedteachingoptionsandsupportforfront-lineteachers.Throughthisstudy,itisexpectedtosystematicallyanalyzethecurrentsituationoftheapplicationofEnglishsongsinprimaryschoolEnglishteaching,andsummarizetheexistingproblemsandshortcomings;ThispaperprobesintothespecificapplicationstrategiesandmethodsofEnglishsongsinprimaryschoolEnglishteaching,andputsforwardrelevantteachingsuggestions;TostudytheinfluenceofEnglishsongsonpupils’Englishlearningeffectandinterest,andtoprovideempiricalsupportforprimaryschoolEnglishteaching;Atthesametime,throughthisstudy,wecanpromotetheinnovationandreformofprimaryschoolEnglishteachingmethodsandimprovethequalityandeffectofprimaryschoolEnglishteaching.Throughthisstudy,wecanprovidepracticalteachingstrategiesandmethodsforprimaryschoolEnglishteachers,enrichteachingresourcesandimproveteachingresults.Tobespecific:(1)Theoreticalsignificance:ThisstudywillprovideempiricalsupportforthedevelopmentofEnglishteachingtheories,especiallyregardingtheeffectivenessofmusic-assistedlanguagelearning,andpromotetheinnovationandreformofEnglishteachingmethods.(2)Practicalsignificance:TheresearchresultscanguideprimaryschoolEnglishteachershowtoscientificallyandeffectivelyintegrateEnglishsongsintodailyteaching,andhelpthemdesignmoreinterestingandeffectivecurriculumcontent,soastobettermobilizestudents’learningenthusiasmandenhancelearningresults.(3)Socialsignificance:Inthecontextofglobalization,promotingstudents’understandingandrespectfordifferentculturesandcultivatingtheirawarenessofcross-culturalcommunicationwillhelpbuildanewgenerationoftalentswithaninternationalperspective.Onthewhole,domesticandforeignstudieshaveshownthatEnglishsongscaneffectivelyimprovestudents’learninginterestandlanguageability,butfurtherexplorationandoptimizationarestillneededinthespecificapplication.Foreignresearchfocusesmoreonempiricalanalysisandquantitativeresearch,whiledomesticresearchfocusesmoreonthediscussionofteachingpracticeandstrategy.Thesestudiesprovidearichtheoreticalbasisandpracticalcasesforthisstudy,butalsopointouttheproblemsandchallengesinEnglishsongteaching,suchasimpropersongselection,unreasonableteachingdesign,andinsufficientteachingeffectevaluation,whichneedtobesolvedbyfurtherresearchandpractice.Bycombiningresearchathomeandabroad,wecanmorecomprehensivelyunderstandtheapplicationofEnglishsongsinprimaryschoolEnglishteachingandexploremoreeffectiveteachingmethods.1.3ResearchTheoryandMethod1.3.1ResearchTheoryLanguageAcquisitionTheoryThisstudyisbasedonKrashen’s“AffectiveFilterHypothesis”,whichpositsthatlearners’emotionalstates(e.g.,motivation,confidence,andanxietylevels)directlyinfluencelanguagelearningoutcomes.Englishsongs,duetotheirentertainingandrelaxednature,canlowerstudents’affectivefilters,enhancemotivationandself-confidence,andtherebyfacilitatelanguageacquisition.(2)MultipleIntelligencesTheoryGardner’sTheoryofMultipleIntelligencessuggeststhathumanspossessdiverseformsofintelligence,including“musicalintelligence”and“l(fā)inguisticintelligence”.Englishsongsintegratemusicandlanguage,simultaneouslyactivatingstudents’musicalandlinguisticintelligences,therebyimprovinglearningeffectiveness.Thisapproachisparticularlybeneficialforstudentswithstrongmusicalintelligence,asitsignificantlyenhancestheirlanguagelearningefficiency.(3)CognitiveDevelopmentTheoryPiaget’s“CognitiveDevelopmentTheory”emphasizesthatprimaryschoolstudentsareintheconcreteoperationalstageofcognitivedevelopment,meaningtheylearnmoreeffectivelythroughconcreteandvisualmethods.Englishsongs,withtheirrhythmic,melodic,andkinestheticelements,helpstudentsbettercomprehendandmemorizeabstractlanguageknowledge,aligningwiththeircognitivecharacteristics.(4)InterculturalCommunicationTheoryEnglishsongsarerichinculturalelements,enablingstudentstounderstandtheculturalbackgroundsandvaluesofEnglish-speakingcountries.Throughsong-basedlearning,studentsnotonlyacquirelanguageskillsbutalsodevelop“interculturalawareness”and“communicationcompetence”,layingasolidfoundationforfutureglobalinteractions.1.3.2ResearchMethod(1)LiteratureReviewMethodAsystematicreviewofdomesticandinternationalresearchontheapplicationofEnglishsongsinlanguageteachingwasconductedtoanalyzeexistingfindingsandgaps,providingtheoreticalsupportforthisstudy.Sourcesincludedacademicjournals,dissertations,andeducationalresearchreports.(2)ClassroomObservationMethodMultipleprimaryschoolEnglishclasseswereobservedtodocumenthowteachersincorporatedEnglishsongs,students’reactions,andteachingoutcomes.Observationdatawereanalyzedtoidentifythestrengthsandlimitationsofsong-basedinstruction.(3)ExperimentalResearchMethodA“controlledexperiment”wasdesigned,dividingstudentsintoan“experimentalgroup”(usingEnglishsongs)anda“controlgroup”(usingtraditionalmethods).“Pre-tests”and“Post-tests”wereadministeredtocomparedifferencesinvocabularyretention,pronunciationaccuracy,andlearninginterest,quantifyingtheeffectivenessofsong-basedteaching.(4)CaseAnalysisMethodRepresentativecasesofEnglishsong-basedteaching(e.g.,using“OldMacDonaldHadaFarm”foranimalvocabularyinstruction)wereselectedtoanalyzeinstructionaldesign,implementation,andoutcomes,summarizingsuccessfulpracticesandareasforimprovement.LiteratureReview2.1CurrentStatusofForeignResearchInternationalstudieshaveextensivelyexploredtheroleofEnglishsongsinlanguageteaching,particularlytheirpositiveimpactsonpronunciation,listening,andvocabularyretention.ResearchbyJudijantoLosoetal.(2024)foundthatusingEnglishpopsongscanenhancestudents’pronunciationskills,especiallythroughrepetitivepracticeoflyrics.MengChenetal.(2024)demonstratedthatTechnology-EnhancedLanguageLearningthroughMusic(TELLTM)significantlyimprovesacademicachievement,creativethinking,andself-esteemamongEFLlearners.XiuqiDengetal.(2024)highlightedthepositiveeffectsofEnglishsong-basedinstructiononruralChinesejuniorhighschoolstudents’perceptionandproductionofEnglishwordstress.SakhiseniJ.Yende(2023)emphasizedtheimportanceofmusiceducationinfosteringreadingandwritingdevelopmentinruralschools.KumarTribhuwanetal.(2022)showcasedtheeffectivenessofmusicandsongsastoolsforforeignlanguageteaching,particularlyinalleviatinglearners’stress.Internationalresearchalsoconfirmsthatmusicandsongsserveaspedagogicaltoolstobooststudentmotivationandfacilitatelearning.Thesestudiesprovideempiricalsupportfortheactiveroleofmusicandsongsinlanguageeducation,particularlyinenhancinglearners’linguisticskillsandlearningengagement.2.2CurrentStatusofDomesticResearchDomesticresearchinChinafocusesonthepracticalapplicationandteachingstrategiesofEnglishsongsinpedagogy.XueChen(2024)investigatedstrategiestostimulateprimaryschoolstudents’interestinEnglishthroughgame-basedactivities,emphasizingtheroleofsonggames.ChenLiao(2024)analyzedinterdisciplinaryteachingstrategiesforprimaryschoolEnglishunderthenewcurriculumstandards,highlightingtheirroleininnovatingteachingmethods.XiaoyanDuan(2024)proposedprinciplesandspecificstrategiesforintegratingEnglishsongsintoteaching.GuihongLiao(2024)exploredtheapplicationofsongsandchantsinprimaryEnglishclassroomstoleveragetheiradvantagesandimproveteachingefficacy.ShanYao(2023)discussedthevalueofEnglishnurseryrhymesindevelopingstudents’phoneticawarenessandpronunciationskills.ChenZhang(2023)analyzedeffectivestrategiesforusingEnglishsongsinoralEnglishteaching,whileShumeiMa(2023)exploredwaystointegrateEnglishsongswithteachingresourcesflexibly.AdditionalstudiesincludeShangkeLi(2022),whoexaminedstrategiesforembeddingEnglishsongsintoteaching,andHongrongSu(2022),whoappliedactionresearchtoinvestigatetheuseofEnglishsongsinprimaryclassrooms.ThesestudiesdemonstratethatEnglishsongs,asapedagogicaltool,enhancestudents’learninginterest,participation,languageskills,andculturalliteracy.2.3ComparativeAnalysisOverall,bothdomesticandinternationalstudiesconfirmthatEnglishsongseffectivelyenhancestudents’learningmotivationandlanguageproficiency.However,furtherexplorationisneededtooptimizetheirapplication.Internationalresearchemphasizesempiricalanalysisandquantitativemethods,whereasdomesticstudiesprioritizepracticalteachingstrategiesandlocalizedimplementations.Whiletheseworksprovidearobusttheoreticalfoundationandcasestudies,theyalsoidentifychallengesinEnglishsong-basedpedagogy,suchasinappropriatesongselection,sub-optimalinstructionaldesign,andinsufficientevaluationofteachingeffectiveness.Bysynthesizingglobalandlocalinsights,wecanholisticallyunderstandtheroleofEnglishsongsinprimaryEnglisheducationanddevelopmoreeffectiveteachingmethodologies.3.TheApplicationofEnglishSongsinPrimarySchoolEnglishTeaching3.1TheExistingProblemsandCausesoftheApplicationofEnglishSongsThroughtheanalysisandsummaryofthecurrentsituation,IhaveanalyzedtheexistingproblemsandreasonsoftheapplicationofEnglishsongsinprimaryschoolEnglishteaching.3.1.1TheExistingProblemsIntheeraofglobalization,Englishisofgrowingsignificanceinprimaryeducation.Yet,conventionalteachingmodesoftenfallshortinfullyengagingstudentsandfosteringtheirlanguage-practiceabilities.Englishsongs,asavividandappealingteachingresource,holdgreatpotential.MostteachersacknowledgethevalueofEnglishsongsinboostingstudentparticipation.Inreality,though,it’snotcommontoincorporatesongsintoclassesonaregularbasis.Evenwhenused,theyareoftenlimitedtoshortactivities,mainlyforliveninguptheatmosphereorsupportingvocabularyandsentence-patternteaching.ThisimpliesthatdespitetherecognizedvalueofEnglishsongs,theiractualapplicationneedstobefurtherdeveloped.Thefollowingaretheproblemsfoundthroughmyresearch.UnclearteachingobjectivesTeachingobjectivesarecentraltoguidinginstructionalactivitiesanddefiningthecompetenciesstudentsshouldgain.Yet,inactualEnglishsong-basedteaching,someteachersarevagueinsettingobjectives.Analysisofclassroomobservationsamplesshowsthatinmanylessons,song-basedactivitieslackcleargoaldesign.Teachersoftenusesongssimplyasdiversionsratherthanpurposefuleducationalelements.Thisambiguousobjective-settingleavesstudentsdirectionlessinsong-basedlearning,failingtofullyutilizesongs’potentialinlanguageacquisition.ImperfectteachingmethodsTheselectionofteachingmethodsiscriticaltoachievinginstructionalgoals.Observationsshowedthatmostteacherspredominantlyreliedongroupsingingduringsong-basedinstruction,lackingdiversifiedmethodologicaldesign.Forinstance,whenintroducinganewEnglishsong,teacherstypicallyplayedaudio/videoforstudentstomimic,withoutincorporatingsupplementarytoolssuchasvisuals,storytelling,orrole-playingtoclarifyvocabulary,grammar,orculturalcontextswithinthesong.Thismonotonousapproachfailstoengagestudents’multi-sensoryparticipation,limitingtheirholisticlanguagecomprehensionandapplicationskills.MonotonousstudentlearningstrategiesStudents’learningstrategiesdirectlyimpactoutcomes.ManystudentsmainlylearnedEnglishsongsthroughimitation,withfewmentioningstrategieslikecreatingvocabularyflashcards,composingoriginallyrics,orcollaborativeperformances.Thissingularlearningapproachleavesstudentsill-equippedforcomplexlanguagetasks,hinderingthedevelopmentofautonomouslearningabilitiesandcomprehensivelanguageapplicationskills.3.1.2CauseAnalysis(1)Teachers’inadequateunderstandingofcurriculumstandardsFirstly,“CompulsoryEducationEnglishCurriculumStandards’’inLevel1(Grade3-4)languageskillsgradingstandards,“rap”skillsputforwardaclearrequirement:“Canlearntosingabout15Englishchildren’ssongsandballads.”InLevel2(5-6years).Besides,inthelanguageskillsgradingstandards,the“playaudiovisual”skillsputforwardclearrequirements,“canlearntosingsimpleEnglish.Thirdly,about30languagesongsandballads(includingfirst-levelrequirements).”P(pán)rimaryschoolEnglishcurriculumstandardsarebasedonstudents’cognitivedevelopment.Lastly,accordingtothelaw,studentsofdifferentgradeshavedifferentrequirementsforEnglishskills.Atthesametime,theprimaryschoolEnglishcurriculumstandardsalsopointoutthedirectionandputforwardclearrequirementsforteachers’classroomteaching.Thesurveyshowsthatsometeachers’understandingofprimaryschoolEnglishcurriculumstandardsisnotaccurateenough.Tosomeextent,thisleadstothedeviationofteachers’understandingofEnglishsongteaching.PrimaryschoolEnglishcurriculumstandardistheactionprogramofprimaryschoolEnglishteacherstocarryoutteachingactivities,andisthebasisandcriterionforteacherstomaketeachingobjectives,carryoutteachingactivitiesandcarryoutclassroomevaluation.AsanimportantteachingcontentofEnglishclassroomteachinginprimaryschools,teachersshouldbefamiliarwiththerelevantrequirementsofEnglishsongteachinginprimaryschoolEnglishcurriculumstandards,comprehensivelyandcarefullyinterpretthetextbooksaccordingtotherequirementsofthecurriculumstandards,excavatetheteachingcontentofEnglishsongmaterials,andcarryoutEnglishsongteachingactivitiesscientificallyandefficiently.Theteacher’slowmusicaccomplishmentAsthesayinggoes:togivestudentsaglassofwater,theteachermusthaveabucketofwater.Atpresent,mostEnglishteacherslackthenecessaryknowledgeofmusic.Theinterviewedteachersaid,“IwouldliketogivemystudentsmoreguidancewhenteachingEnglishsongs.ButI’mtone-deafanddon'tunderstandmusic.”Justlikewhattheteachersaid,teachershavelittleknowledgeofmusicknowledgesuchasbasicmusictheoryknowledgeandsingingskills.WhenteachingEnglishsongs,Englishteacherscannotgiveaccurateandappealingdemonstrationsandguidestudents’singingskills.Teachers'ownmusicqualityisalsoamajorfactoraffectingEnglishsongteaching.TheabsenceofEnglishsongsinthetestAfterinvestigation,theEnglishsongsofprimaryschoolsinHechuanDistrictofChongqingarenotincludedinthescopeofthetestandarenotusedasthecontentofthetest.Influencedbytraditionalteachingconcepts,teachersbelievethatwords,sentencepatterns,grammarknowledgeandlistening,speaking,readingandwritingskillsaremoreimportantthanthinking,emotion,attitudeandvaluesinEnglishcurriculum.Whatisbeingtestedismoreimportantthanwhatisnotbeingtested.Itcanbeimaginedthatinthecaseofgenerallytightteachinghours,teachersspendlesstimeonEnglishsongteaching.SinceEnglishsongsarenotthecontentoftheexam,teachers’pre-setgoalsforEnglishsongsarenothigh,andthereisathinkingthat“studentslearnthebest,willnotmatter”.ThelackofStudents’scientificandeffectiveguidanceonlearningstrategyBecauseoftheirageandpsychologicalcharacteristics,primaryschoolstudentshavesomecharacteristicsintheprocessoflearning,suchaslackofattentionandindependentlearningability.Therefore,whenprimaryschoolstudentslearnEnglish,whetheritistheintroductionandpresentationofnewknowledgeinsongteaching,practiceconsolidation,expansionandimprovement,orreviewandsummary,teachersneedtoconsciouslyandpertinentlygiveappropriateguidanceandhelpaccordingtothedifficultyofsongteachingcontentandstudents’cognitiveability.Accordingtotheauthor’sunderstanding,whenteacherspreparelessonsforEnglishsongteaching,mostoftheteachingdesignpointstotheteacher’steachingprocess,andthestudents’learningprocessandlearningstrategyarelessdesigned.Asaresult,whenteachingsongs,teacherpaymoreattentiontothedevelopmentoftheteachingprocessandneglecttheguidanceofstudents’learningstrategies.3.2TypesandFeaturesofPrimarySchoolEnglishTextbookSongs3.2.1TypesofEnglishSongs(1)CulturalsongsTThetypesandcharacteristicsofEnglishsongsinprimaryschooltextbooksarecloselyrelatedtoWesternculturalcontexts.ManysongsareconnectedtotraditionalWesternfestivalsorcustoms,withlyricsrichinculturaldetails.Forexample,“WeWishYouaMerryChristmas”and“JingleBells”areChristmas-relatedsongs.TheirlyricsdescribeChristmastraditionsandsceneslikegreetingsandsleighrides.“HappyNewYear”islinkedtotheNewYear,withlyricsofferingNewYear'swishes.TheseexamplesshowhowEnglishsongsintextbooksnotonlyhelpstudentsacquirelanguageknowledgebutalsodeepentheirunderstandingofWesternculture,fosteringcross-culturalcommunicationawareness.(2)DailylanguagesongsThelyricsofthesesongsaresimpleandeasytounderstand,andmostofthemaredailywords,whicharesuitableforprimaryschoolstudentstoimitateandmemorize,andcanhelpstudentsmasterbasicEnglishexpressions.Forexample,“GoodMorning”:Thelyricsaresimpleandsuitableforstudentstouseindailylife.Hello,HowAreYou?Thelyricscontaingreetings,whicharesuitableforstudentstolearndailycommunication,helpstudentsuseEnglishindailylife,andimprovethepracticalapplicationofthelanguage.(3)AnimalsongsThelyricsofthiskindofsongcontainthenamesandcharacteristicsofanimals,therhythmisbright,suitableforelementaryschoolstudentstoimitateandremember,andcanstimulatestudents’interestinlearning.Forexample,“OldMacDonaldHadaFarm”:Thelyricscontainthenamesandsoundsoffarmanimals,whichissuitableforstudentstolearnanimalvocabulary.“TheLionSleepsTonight”:Thelyricscontainthecharacteristicsoflions,suitableforstudentstolearnanimal-relatedvocabulary,throughthesongtolearnanimalvocabulary,stimulatestudents’interestinlearningandimprovelearningresults.(4)SongsaboutbodypartsThelyricsofthiskindofsongcontainthenameofthebodypart,therhythmisbright,suitableforprimaryschoolstudentstoimitateandremember,andcanhelpstudentsmasterthevocabularyofthebodypart.Forexample,“HeadandShoulders,KneesandToes”:Thelyricscontainthenamesofbodyparts,whichissuitableforstudentstolearnbodypartsvocabulary.“OneLittleFinger”:Thelyricscontainthenameofthefinger,whichissuitableforstudentstolearnfinger-relatedvocabulary,andlearnthevocabularyofbodypartsthroughthesongtohelpstudentsmasterrelevantlanguageknowledge.(5)DigitalsongsThelyricsofthiskindofsongcontainnumbers,andtherhythmisbright,whichissuitableforprimaryschoolstudentstoimitateandmemorize,andcanhelpstudentsmastertheexpressionofnumbers.Forexample,“TenLittleIndians”:Thelyricscontainthenumbers1to10,whichissuitableforstudentstolearnnumbervocabulary.“OnePotato,TwoPotatoes”:Thelyricscontainnumbers,whichissuitableforstudentstolearndigital-relatedvocabulary,andlearndigitalvocabularythroughsongstohelpstudentsmastertheexpressionofnumbers.(6)AlphabetsongsThelyricsofthiskindofsongcontainletters,therhythmisbright,suitableforprimaryschoolstudentstoimitateandremember,andcanhelpstudentsmasterthepronunciationoftheletters.“ABCSong”:Thelyricscontain26letters,suitableforstudentstolearnletterpronunciation.“Bingo”:Thelyricscontainletters,whichissuitableforstudentstolearnlettersrelatedvocabulary,learnletterpronunciationthroughsongs,andhelpstudentsmasterthecorrectpronunciationofletters.(7)ActionsongsThelyricsofsuchsongscontainactionwordswithbrightrhythm,whichissuitableforelementaryschoolstudentstoimitateandmemorize,andcanhelpstudentsmasteractionwords.Forexample,“Row,Row,RowYourBoat”:Thelyricscontaintheactionofrowing,whichissuitableforstudentstolearnactionvocabulary.“Walking,Walking,Walking”:Thelyricscontainthemovementofwalking,whichissuitableforstudentstolearnaction-relatedvocabulary,andlearnactionvocabularythroughthesongtohelpstudentsmasterrelevantlanguageknowledge.(8)SongsaboutfamilymembersThelyricsofthiskindofsongcontainthenamesoffamilymembers,therhythmisbright,suitableforprimaryschoolstudentstoimitateandremember,andcanhelpstudentsmasterthevocabularyoffamilymembers.ForthesongFingerFamily,thelyricscontainthenamesoffamilymembers,whichissuitableforstudentstolearnthevocabularyoffamilymembers.Forthesong“BabyShark”,thelyricsincludefamilymembers’names,makingitidealforteachingrelatedvocabulary.Studentscanlearnthesetermsthroughthesong,effectivelyacquiringtherelevantlanguageknowledge.(9)ColorsongsThissong’slyricsfeaturecolorwordsandacheerfulrhythm,idealforprimarystudentstoimitateandmemorize,effectivelyhelpingthemgraspcolorvocabulary.Forinstance,“ICanSingaRainbow”includesmultiplecolors,makingitsuitableforlearningcolorterms.Similarly,“BrownBear,BrownBear,WhatDoYouSee?”containscolorandanimalwords,aidinginlearningcolor-relatedvocabulary.Learningthroughsongshelpsstudentsmasterrelevantlanguageknowledge.3.2.2FeaturesofEnglishSongs(1)RichlanguageknowledgeEnglishsongsarerichinlanguageknowledge,includingwords,sentencepatterns,andgrammaticalstructures.TheyenablestudentstolearnEnglishinarelaxedandhappyatmosphere.Forexample,“WeHaveaNewClassroom”containswordslike“classroom”,“window”,and“door”,whichhelpsstudentsacquirerelatedvocabulary.Similarly,“MyFamily”includesfamilymembers’names,makingitsuitableforstudentstolearnfamily-relatedterms.Learningthroughsongsassistsstudentsinmasteringwords,sentencepatterns,andgrammaticalstructures.(2)BrightrhythmandbeautifulmelodyTherhythmofEnglishsongsisbrightandbeautiful,whichissuitableforelementaryschoolstudentstoimitateandmemorize,andcanstimulatestudents’interestinlearning.Forexample,“Twinkle,Twinkle,LittleStar’’hasbeautifulmelodyandbrightrhythm,whichissuitableforstudentstoimitateandmemorize.“IfYou’reHappyandYouKnowIt”issuitableforstudentstoimitateandmemorize,throughsonglearning,stimulatestudents’interestinlearning,improvelearningeffect.(3)RichculturalconnotationEnglishsongscontainrichculturalbackgroundknowledge,whichcanhelpstudentsunderstandWesterncultureandcultivatecross-culturalcommunicationawareness.Forexample,“WeWishYouaMerryChristmas”:ThelyricscontainChristmasgreetingsandtraditionalcustoms,whichissuitableforstudentstounderstandWesternculture.JingleBells:ThelyricsincludeaChristmassleighscene,suitableforstudentstolearnaboutWesternculture.LearningculturalknowledgethroughsongshelpsstudentsunderstandWesterncultureandcultivatecross-culturalcommunicationawareness.(4)RichemotionalexperienceEnglishsongscanconveyrichemotions,helpstudentsexperience