Gerard Darmon《Au Milieu De La Nuit》出品:Sony 推荐理由:来自法国的暗香曾经以为莱纳德·科恩(Leonard Cohen)这样的声线今生只能遇一回了,但是没想到,在一个更为浪漫的国度——法兰西,居然还有一位名叫杰拉德·达蒙(Gerard...Gerard Darmon《Au Milieu De La Nuit》出品:Sony 推荐理由:来自法国的暗香曾经以为莱纳德·科恩(Leonard Cohen)这样的声线今生只能遇一回了,但是没想到,在一个更为浪漫的国度——法兰西,居然还有一位名叫杰拉德·达蒙(GerardDamon)的歌手竟然拥有和科恩一样的声线气质,同样是喉间深处滚动着的苍凉和沙哑,同样是那些直入心肺的共鸣刺激,不同的是,科恩来自多雪的蒙特利尔,英国文学的多年修炼让他天生具有了一种悲天悯人的情怀,而达蒙呢?生于法国、说着全世界最动听的法语,天生被儒雅浸泡着,理所应当的,他的歌声总归是要更浪漫一些的。他的音乐是一种气氛的极致,是耳朵所能承受最大限度的完美,无论组合多么繁复,无论细节多么精湛,当音乐作为整体呈现出来时,你想到的只是闭上眼,好好聆听,全身酥软。展开更多
This paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary ...This paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary acquisition through songs as used in language teaching. Over a seven-week period including fifteen 40-minute classes, three groups of students from two private kindergartens in Beijing were taught five short English phrases of 4-8 words through each of three conditions （songs, choral repetition, control） in a within-subject repeated measures design. Vocabulary acquisition was measured by the number of meaningful morphemes produced by the students in a picture description task administered before and after the teaching period. Results indicated significant acquisition for items learned through songs and choral repetition, but not for control items. The implication is that songs may indeed contain important pedagogical value.展开更多
文摘Gerard Darmon《Au Milieu De La Nuit》出品:Sony 推荐理由:来自法国的暗香曾经以为莱纳德·科恩(Leonard Cohen)这样的声线今生只能遇一回了,但是没想到,在一个更为浪漫的国度——法兰西,居然还有一位名叫杰拉德·达蒙(GerardDamon)的歌手竟然拥有和科恩一样的声线气质,同样是喉间深处滚动着的苍凉和沙哑,同样是那些直入心肺的共鸣刺激,不同的是,科恩来自多雪的蒙特利尔,英国文学的多年修炼让他天生具有了一种悲天悯人的情怀,而达蒙呢?生于法国、说着全世界最动听的法语,天生被儒雅浸泡着,理所应当的,他的歌声总归是要更浪漫一些的。他的音乐是一种气氛的极致,是耳朵所能承受最大限度的完美,无论组合多么繁复,无论细节多么精湛,当音乐作为整体呈现出来时,你想到的只是闭上眼,好好聆听,全身酥软。
文摘This paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary acquisition through songs as used in language teaching. Over a seven-week period including fifteen 40-minute classes, three groups of students from two private kindergartens in Beijing were taught five short English phrases of 4-8 words through each of three conditions （songs, choral repetition, control） in a within-subject repeated measures design. Vocabulary acquisition was measured by the number of meaningful morphemes produced by the students in a picture description task administered before and after the teaching period. Results indicated significant acquisition for items learned through songs and choral repetition, but not for control items. The implication is that songs may indeed contain important pedagogical value.
