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1. Introduction
With the rapid development of technology， the price of computers has gradually declined. In particular， personal computers have penetrated into every aspect of people’s lives. Computer technology is the foundation and core of the information society. It plays an extremely important role in the development of the information society. Technology has been around in language teaching for decades. Computers are an important means of promoting educational reform and informationization. The impact of computers on education involves not only educational techniques and methods， but also teaching concepts and theories.
1.1 Background
As we all know， English teaching has a long history in China， but English listening has become more and more important in recent years. Listening comprehension is a key component of language acquisition and an important foundation for success in language immersion programs. With the development of English teaching， it is generally believed that listening is a positive psychological process. With effective listening teaching and various knowledge， the listener tries to master the listening material. At the same time， our book is changing. It contains a lot of modern things. With the combination of modern educational and educational technology， the application of computers in English teaching is more and more extensive.
1.2 The Purpose of the Paper
This study attempts to identify ways to solve problems in traditional second language listening classes. This article aims to explore how students can effectively learn listening comprehension through song skills. It sounds like a more interesting and engaging way to learn a language， because music is a very powerful motivational tool for learning a language.
2. Literature Review
In this part， I will introduce some basic concepts of CALL and something about listening skills by effective use of CALL.
2.1 Listening Strategies
Listening strategies are ‘conscious to manage to plan to study or comprehensive’. Based on O’Malley and Chamot’s taxonomy， listening strategies can be classified into cognitive strategies， metacognitive strategies and affective strategies.
2.2 Theories about Song
Since the 1960s， CALL has been widely used in language teaching and learning， from traditional drill-and-practice software programs to recent web-based distance learning， which gives learners the flexibility to access information at their own pace. When the classroom involves the popular cultural elements of the target language， the students’ motivation for learning will increase. 3. My Teaching Course Design
Based on the literature， I design my course by the effective use of CALL. Some reasons should be presented， based on the relevant language learning and language teaching theories， including CALL theories.
The organizational structure of the entire class is as follows：
First of all， at the beginning of the course， it is pre-listening. At this stage， the teacher should ensure that all vocabulary that is not known that is not pre-professed in the recording. In other words， they should only give preview keywords. There are some reasons for that. First of all， it takes time， it is best to take the time to listen. Second， it also makes students unprepared for what happens in real life， and in real life， they inevitably hear words they do not know， and they have to solve them by themselves. The third is the impact on the listening process. In addition， the teacher has established a context. They should let students have a general idea of ??what they are going to listen about. Finally， the teacher creates motivation by writing a title for the listening article on the blackboard and asking the learner to predict what they will hear.
Then， it is during listening. The teacher at this stage should do two actions. They are pre-set questions and check answers. In addition， the teachers set up questions before the second paragraph of the video and make sure they know what they are listening for. Finally， the teacher gives the students time to write down their answers and then check with the class as a whole. Listen carefully to the songs and complete the missing words/phrases （the learners write their answers while listening）. The learners then compare their answers in pairs and submit them to the class （Mackey， 2006）.
Finally， is the post-listening. There are four points that the teacher should consider. First， functional language， many conversations characterized by published listening materials represent the common type of interaction of human beings； language functions such as refusing， apologying， offering etc. In addition， Arevalo explains that teachers can examine the level of comprehension through post-listening activities， assess the use of listening skills and listening strategies， and extend the knowledge gained to other contexts. The second is infering lexical. The teachers found some useful words in the recording that might be new words for the class. The meaning of these words is relatively clearly expressed in the environment in which they are located. The teacher then writes the words on the blackboard and replays the listening portion that contains the words. The third is to paused play. It can play a role as a way to check if a learner can split a small piece of contact. The last is the final play. Give students a listening material they listened before. In addition， this is a valuable activity because it allows learners to clarify the parts of the recording that have not been successfully decoded. 4. Limitation of my teaching course design
This article only studies the effectiveness of the techniques used in college English listening classes， and the next study can be conducted in elementary school， junior school， senior high schools. There must be more effective methods than grammar approaches， yet to be discovered and innovated. The later research will be more and more meaningful and valuable.
5. Conclusion： summary and more suggestions should be made for the further research
Through the artical， I found that using songs in English teaching has many advantages. These benefits include students’ motivation to understand the content of materials， their motivation to learn new vocabulary， reduce boring classes， help learners read English words correctly， improve students’ confidence and comfort， and easily to link the listening strategies with lyrical songs to build a positive environment to learn. First， they are motivated to understand the content of the material， because the use of songs is a real material. Second， they have the motivation to learn new vocabulary. This study reveals some new vocabulary that learners do not know. Of course， English songs can reduce the boredom of students in the classroom. Learners will be eager to listen. In addition， they also showed their enthusiasm for learning. English songs can also help learners pronounce English words correctly. It can be shown that in this study， some students may find some pronunciation difficulties. Because the song is the real material， the rhymes in the song provide the listener with a repetition of similar sounds that the learner can obtain. In addition， English songs can improve students’ self-confidence and comfort. It can be said that because songs can make students feel happy and relaxed. Next， English songs connect listening with strategies.
Based on the above findings， we can conclude that in this research songs can be used as an effective way to improve listening comprehension. It can be seen that learners actively participate in listening activities in the classroom and show great enthusiasm. Arevalo （2010） pointed out that no matter where we are， songs always follow us at home， at school， in the office， in cars， and so on. Therefore， we can listen to the song directly and learn the value of the language. Second， they have the motivation to learn new vocabulary. Jecminkova （2009） stated， music and songs in ESL classes can increase a student’s vocabulary.
The authors also found that this technique motivates learners to learn new vocabulary to reduce their boring classes， to help learners read English words correctly， to improve student confidence and comfort， and to easily linking listening strategies or techniques to songs lyric and build a positive environment. In order to get all the above benefits， you need to choose the right song. In addition， it should also consider the level of learners， age， and so on.
References：
[1]Arevalo，E.A.R.The use of songs as a tool to work on listening and culture in EFL classes[J].Cuadernos de Hispanica，2010，15：121-138.
[2]Jecminkova.Music and songs in adult ESL Teaching.（unpublished Thesis）[D].Masaryk University，2009.
[3]Mackey，A.Feedback，noticing and instructed second language learning[J].Applied Linguistics，2006，27：405–430.
【作者簡介】姜楠，渤海大学。
With the rapid development of technology， the price of computers has gradually declined. In particular， personal computers have penetrated into every aspect of people’s lives. Computer technology is the foundation and core of the information society. It plays an extremely important role in the development of the information society. Technology has been around in language teaching for decades. Computers are an important means of promoting educational reform and informationization. The impact of computers on education involves not only educational techniques and methods， but also teaching concepts and theories.
1.1 Background
As we all know， English teaching has a long history in China， but English listening has become more and more important in recent years. Listening comprehension is a key component of language acquisition and an important foundation for success in language immersion programs. With the development of English teaching， it is generally believed that listening is a positive psychological process. With effective listening teaching and various knowledge， the listener tries to master the listening material. At the same time， our book is changing. It contains a lot of modern things. With the combination of modern educational and educational technology， the application of computers in English teaching is more and more extensive.
1.2 The Purpose of the Paper
This study attempts to identify ways to solve problems in traditional second language listening classes. This article aims to explore how students can effectively learn listening comprehension through song skills. It sounds like a more interesting and engaging way to learn a language， because music is a very powerful motivational tool for learning a language.
2. Literature Review
In this part， I will introduce some basic concepts of CALL and something about listening skills by effective use of CALL.
2.1 Listening Strategies
Listening strategies are ‘conscious to manage to plan to study or comprehensive’. Based on O’Malley and Chamot’s taxonomy， listening strategies can be classified into cognitive strategies， metacognitive strategies and affective strategies.
2.2 Theories about Song
Since the 1960s， CALL has been widely used in language teaching and learning， from traditional drill-and-practice software programs to recent web-based distance learning， which gives learners the flexibility to access information at their own pace. When the classroom involves the popular cultural elements of the target language， the students’ motivation for learning will increase. 3. My Teaching Course Design
Based on the literature， I design my course by the effective use of CALL. Some reasons should be presented， based on the relevant language learning and language teaching theories， including CALL theories.
The organizational structure of the entire class is as follows：
First of all， at the beginning of the course， it is pre-listening. At this stage， the teacher should ensure that all vocabulary that is not known that is not pre-professed in the recording. In other words， they should only give preview keywords. There are some reasons for that. First of all， it takes time， it is best to take the time to listen. Second， it also makes students unprepared for what happens in real life， and in real life， they inevitably hear words they do not know， and they have to solve them by themselves. The third is the impact on the listening process. In addition， the teacher has established a context. They should let students have a general idea of ??what they are going to listen about. Finally， the teacher creates motivation by writing a title for the listening article on the blackboard and asking the learner to predict what they will hear.
Then， it is during listening. The teacher at this stage should do two actions. They are pre-set questions and check answers. In addition， the teachers set up questions before the second paragraph of the video and make sure they know what they are listening for. Finally， the teacher gives the students time to write down their answers and then check with the class as a whole. Listen carefully to the songs and complete the missing words/phrases （the learners write their answers while listening）. The learners then compare their answers in pairs and submit them to the class （Mackey， 2006）.
Finally， is the post-listening. There are four points that the teacher should consider. First， functional language， many conversations characterized by published listening materials represent the common type of interaction of human beings； language functions such as refusing， apologying， offering etc. In addition， Arevalo explains that teachers can examine the level of comprehension through post-listening activities， assess the use of listening skills and listening strategies， and extend the knowledge gained to other contexts. The second is infering lexical. The teachers found some useful words in the recording that might be new words for the class. The meaning of these words is relatively clearly expressed in the environment in which they are located. The teacher then writes the words on the blackboard and replays the listening portion that contains the words. The third is to paused play. It can play a role as a way to check if a learner can split a small piece of contact. The last is the final play. Give students a listening material they listened before. In addition， this is a valuable activity because it allows learners to clarify the parts of the recording that have not been successfully decoded. 4. Limitation of my teaching course design
This article only studies the effectiveness of the techniques used in college English listening classes， and the next study can be conducted in elementary school， junior school， senior high schools. There must be more effective methods than grammar approaches， yet to be discovered and innovated. The later research will be more and more meaningful and valuable.
5. Conclusion： summary and more suggestions should be made for the further research
Through the artical， I found that using songs in English teaching has many advantages. These benefits include students’ motivation to understand the content of materials， their motivation to learn new vocabulary， reduce boring classes， help learners read English words correctly， improve students’ confidence and comfort， and easily to link the listening strategies with lyrical songs to build a positive environment to learn. First， they are motivated to understand the content of the material， because the use of songs is a real material. Second， they have the motivation to learn new vocabulary. This study reveals some new vocabulary that learners do not know. Of course， English songs can reduce the boredom of students in the classroom. Learners will be eager to listen. In addition， they also showed their enthusiasm for learning. English songs can also help learners pronounce English words correctly. It can be shown that in this study， some students may find some pronunciation difficulties. Because the song is the real material， the rhymes in the song provide the listener with a repetition of similar sounds that the learner can obtain. In addition， English songs can improve students’ self-confidence and comfort. It can be said that because songs can make students feel happy and relaxed. Next， English songs connect listening with strategies.
Based on the above findings， we can conclude that in this research songs can be used as an effective way to improve listening comprehension. It can be seen that learners actively participate in listening activities in the classroom and show great enthusiasm. Arevalo （2010） pointed out that no matter where we are， songs always follow us at home， at school， in the office， in cars， and so on. Therefore， we can listen to the song directly and learn the value of the language. Second， they have the motivation to learn new vocabulary. Jecminkova （2009） stated， music and songs in ESL classes can increase a student’s vocabulary.
The authors also found that this technique motivates learners to learn new vocabulary to reduce their boring classes， to help learners read English words correctly， to improve student confidence and comfort， and to easily linking listening strategies or techniques to songs lyric and build a positive environment. In order to get all the above benefits， you need to choose the right song. In addition， it should also consider the level of learners， age， and so on.
References：
[1]Arevalo，E.A.R.The use of songs as a tool to work on listening and culture in EFL classes[J].Cuadernos de Hispanica，2010，15：121-138.
[2]Jecminkova.Music and songs in adult ESL Teaching.（unpublished Thesis）[D].Masaryk University，2009.
[3]Mackey，A.Feedback，noticing and instructed second language learning[J].Applied Linguistics，2006，27：405–430.
【作者簡介】姜楠，渤海大学。