INSTRUMENTATION OF MUSIC AS A TEACHING ELEMENT IN FOREIGN LANGUAGE TEACHING: SYSTEMATIC REVIEW (original) (raw)
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The objective of this paper is to report the findings of a survey carried out with students in the Public University of Milagro to investigate the opinions regarding the use of songs in the English language learning classroom, and to make concrete proposals to help teachers in the use of this resource.
Using Songs as Audio Materials in Teaching Turkish as a Foreign Language
The use of songs as audio materials in teaching Turkish as foreign language is an important part of language culture and has an important place in culture. Thus, the transfer of cultural aspects accelerates language learning process. In the light of this view, it becomes necessary to transfer cultural aspects into classroom environment in teaching Turkish as a foreign language. Songs are one of the instruments which provide students with the information related to target culture. In foreign language teaching, activities which are created by using songs contribute to the development of a lot of language skills from grammar to pronunciation. Therefore, these activities can be carried out in all classes ranging from very basic levels to advanced ones. Additionally, as widely known, music and melody have a positive impact in terms of reducing stress and anxiety. Considering the current literature, the use of activities involving songs in foreign language teaching has positive effects on students within their language learning process and further help them to be encouraged toward foreign language and culture. in this study, the place and the importance of songs as one of the tools to transfer culture and used in Turkish as a foreign language courses will be questioned, and sample activities will also be presented.
2014
The use of songs as audio materials in teaching Turkish as foreign language is an important part of language culture and has an important place in culture. Thus, the transfer of cultural aspects accelerates language learning process. In the light of this view, it becomes necessary to transfer cultural aspects into classroom environment in teaching Turkish as a foreign language. Songs are one of the instruments which provide students with the information related to target culture. In foreign language teaching, activities which are created by using songs contribute to the development of a lot of language skills from grammar to pronunciation. Therefore, these activities can be carried out in all classes ranging from very basic levels to advanced ones. Additionally, as widely known, music and melody have a positive impact in terms of reducing stress and anxiety. Considering the current literature, the use of activities involving songs in foreign language teaching has positive effects on...
Why Use Music in English Language Learning? A Survey of the Literature
English Language Teaching, 2013
The use of music and song in the English language-learning classroom is not new. While many teachers intuitively feel that music is beneficial in teaching English language, there is sometimes a lack of the theoretical underpinnings that support such a choice. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition (FLA) and Second Language Acquisition (SLA).
Music in the Foreign Language Classroom: How and Why?
Journal of Language Teaching and Research, 2019
Despite a positive attitude towards the use of music in the foreign language classroom, teachers rarely integrate music into their lessons. Studies suggest two main explanations for this discrepancy: a limited knowledge of adapted material and a lack of theoretical grounding to support the use of music in the foreign language classroom. This article aims at examining how and why music can be used in the foreign language classroom. The first section describes some musical methodologies frequently used for language acquisition over time and provides references to resources containing music-based exercises for foreign language learning. The second part reviews research studies about the potential benefits of music-related methodologies for language acquisition and for specific linguistic skills.
Music and Language Learning: An Introduction
Among the different aims of scientific inquiry are those of describing, explaining, understanding the phenomena we live with or are surrounded by, many of them profoundly embedded in human nature since ancient times, even since the creation of humankind. This is the case of language and music, two unique, innate human capacities that have been considered an object of study in many different disciplines. In fact, it is a research topic that goes across disciplines and has been dealt with in brain, language, music, education, and health studies. More concretely, melodic and rhythmical patterns are two crucial elements that can be found in both, language and music studies. Curiously enough, the idiom “to have an ear for” is found in many different languages and is directly related to language and music. So in French, we find the expression ‘avoir de l'oreille pour’, while in German it is ‘ein Ohr haben für’ and in Spanish ‘tener oído para’. It shows that beliefs about the relationship between music and language are somehow supported by our common verbal behaviour, by common sense or street wisdom. However, analysing what is meant by ‘having a good ear for music or languages’ brings many different research perspectives into the picture. From neuroscience, it raises question about brain functioning, what brain areas are triggered by both or how musical and language stimuli are processed (Patel, 2014). Psychologists are interested in the affective power of music and words, as well as in the explanation of the common cognitive processes the mind activates (Chobert & Besson, 2013). Musicologists mainly seek to understand how musical training benefits language learning and to describe the main ingredients of an optimal music-for-language learning intervention program (Runfola, Etopio, Hamlen & Rozendal, 2012). Health studies are concerned about the conditions in which humans’ well-being is affected by music and language (Barnes, 2015). Finally, Educational specialists are interested in finding if alternative teaching methods based on musical approaches could help learners to overcome language learning difficulties or simply make them learn at a quicker rate (Fonseca, Gomez, Jara, 2015). The interplay language-music brings to applied linguists enquiries about the nature and function of speech melodies, the role of prosody, or the descriptions of rhythmical patterns in verbal behaviour. From another perspective, applied linguists are interested in knowing about the role of music in first and second language acquisition to see if students with a good ear for music are better equipped for language learning (Fonseca, Avila & Segador, 2015). While trying to understand the relationship between language and music, and more deeply, while trying to find out how music contributes to communication exchanges in any language, what universal properties it adds to the first language acquisition process and how the teaching and learning of foreign languages could be improved, the necessarily fragmentary answers from all disciplines are needed. As language and music are innate human capacities, with an undeniable link between them, does it mean that everyone could benefit from its intertwined input in the language classroom? On the one hand, musical abilities enhance linguistic cognitive processes such as phonemic and phonological awareness, reading comprehension, vocabulary acquisition, listening and speech abilities. On the other hand, language learning takes also advantage of the emotional elements provided by music and songs. Musical activities have been found to influence memory, attention and effort as a result of their physiological properties and to foster a relaxed and safe but motivating and productive classroom atmosphere (Fonseca & Herrero, 2016).
2020
The use of songs and many other musical activities are usually perceived as useless in different teaching settings. Still, as studies showed, the strong effect and multifaceted changes music creates on both the learner and the learning process cannot be denied and hence provides a rationale for integrating them in EFL classrooms. This paper is part of an action research conducted in a Moroccan private high-school. Two science groups of 30 students took part in the study. The study aimed to check if any positive outcome occur due to music use. The findings concluded that, after being exposed to music activities sporadically, the two groups showed a change in attitudes and motivation to the English class.
ABSTRACT In recent years, teaching vocabulary through songs is considerate beneficial. The use of songs is believed to provide a broader opportunity for learners to interact with authentic materials rather than practicing artificial face-to-face conversations from the textbooks in class. Moreover, it is also helping the learners experience numerous different countries’ cultures through songs. Therefore, these benefits prompt the use of music as an important language aid in English teaching. The aim of this study was to examine the effect of teaching vocabulary through music: implication for curriculum development. This paper begins by looking at the effect of music on learning. In particular, it will discuss how songs can be useful in the teaching of vocabulary. The researcher will also discuss how songs can reflect culture and increase students’ overall enjoyment of learning a second language. The researcher will then attempt to show, through practical examples, how songs can be used as language tasks. Lastly, summary of findings, conclusions and recommendations are addressed.
Language and Music: Designing a Course at an Academic Level
Research in Language
The parallels that are present between language and music, together with popular beliefs that musicality may be a factor enhancing language learning, especially with regard to pronunciation, prompted the idea of designing an academic course whose main aim was to demonstrate the relation between the two domains from the linguistic perspective. There were eighteen students participating in the course which was an elective for 1st year MA students of English at the University of Łódź. The course content included presentation of direct links between language and music, and of selected studies indicating the influence of music on developing various aspects of linguistic performance, e.g. second language learning (e.g. Pastuszek-Lipińska, 2008; Kolinsky et al., 2009), early reading abilities (Fonseca-Mora et al., 2018) or pitch processing (Besson et al., 2007). The practical part of the course involved testing the students' musical abilities with the use of various tools: tests availa...