Student´S Attitude To Music In Foreign Language Lessons (original) (raw)
Related papers
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.
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...
Music Students` Preferences for World Music in the Context of Stimulating Intercultural Education
Facta Universitatis, Series: Visual Arts and Music, 2019
The paper analyzes the phenomenon of world music and the preferences of music students from the Faculty of Arts of the University of Niš for this musical genre in the context of stimulating intercultural education. The research based on the descriptive method was conducted with the intention to obtain answers to questions about whether music students have knowledge/understanding of/for interculturality, to examine their attitudes towards different cultures, and whether they are ready to act against racial/cultural differences and prejudices. The results of this research were completed with the results of a survey, in which students evaluated selected examples of world music. This musical genre was chosen because in our opinion music is perceived not only as an autonomous artistic practice, but also as a representation of a particular culture, collective, and/or ethnic group. On the basis of the results, we tried to determine the students' reactions to the musical characteristics...
Intercultural content in grammar school music instruction in Central European countries
2016
Music instruction is an area which requires the development of intercultural competences of learners, because music is essentially a multicultural art. Numerous nations have taken part in the historical development of music, and music has developed by interweaving creativity of different communities and different cultures. In music lessons students listen to the music of their own country, and to the music of other nations. By getting to know their own culture they develop awareness of their own cultural identity, whereas by listening to the music of other nations they learn about other cultures, which contributes to the development of interculturalism. The curricula of music lessons in grammar schools in Central European countries are analysed in this paper. The aim of the research is to show to which extent music instruction is based on interculturalism. The results show that intercultural content is inadequately represented in music instruction, and in some cases not represented ...
Interculturalism and Teaching Music in Grammar Schools
Journal of Education and Training Studies, 2017
The concept of intercultural education should be aimed at better understanding of ourselves and others, discovering similarities and differences, recognizing preconceptions, and cooperation in accomplishing our common goals. Intercultural education can be very useful in resolving the issues that arise when different groups live together. Also, intercultural education may benefit the process of getting to know and better understand other cultures and the development of successful communication between cultures. Music courses in grammar schools may contribute to students’ intercultural education, because music is an area in which cultural competence can develop significantly. During the December of 2014, for the purposes of this paper, a research study was conducted in a Croatian general programme grammar school. The goal of the study was to determine the students’ attitudes toward interculturalism, their attitudes on music courses with regard to interculturalism, and are there any di...
PERCEPTION OF MUSIC THROUGH TEXTBOOKS FOR 5TH, 6TH AND 7TH GRADE OF THE GENERAL EDUCATION SCHOOL IN BULGARIA, 2020
The main musical activities are three-composing, performing, perception of music. All three are applied in music training at the general education school in Bulgaria, each activity having its own role in the education, upbringing and development of young people. The perception of music that is the subject of this study is an accessible and relatively easily practicable activity, and it is important for the development of emotional intelligence, education of aesthetic taste and formation of the general culture of students. However, to the full effect of the implementation of this meaningful activity in teaching in the general education school, the way in which the perception is organized is of great importance. I will analyze the successful examples of the technology of music perception in the general education school, created by Prof. Penka Mincheva and developed in the textbooks in which she is the head of the author collective (a series of textbooks of the Prosveta Plus publishing house). Introducing a new work is preceded by learning its main themes. This is necessary because:-Subsequently, the students are able to detect each new sounding of a theme when acquainting with the whole musical work. The students have no attempt to distinguish the elements of the musical tissue from one another, which makes acquaintance with a new work an ordeal for their hearing. Preliminary learning the themes draws the attention of the trainees, orienting them so that they are able to find themes when listening to the whole work or the intended for perception part.-By learning the themes, students determine their character. This is especially beneficial in getting acquainted with a work in which subjects contrasts in character and is a valuable guide for understanding the musical form.-Learning the themes is memorizing them, and thus, if memorizing is long enough, is added to the general culture of the learners. Subsequently, when a sufficient amount of musical intonation inherent in a particular author garners in the memory of the perceptors, students become accustomed to recognizing not only the particular works but also the "musical utterance"-the style of the composer.-Familiar thematic material helps to uncover the form of the work. The approaches for presenting a musical work are very diverse. These are:-Graphic representation of the musical structure. Both letter designations and depiction through schemes are used. Comparisons are also made with similar musical constructs studied previously;-Comparison. In this approach, students are introduced to two works in one lesson. The course compares biographical information about composers, history of the creation of works, their genres, typical techniques of exposition of musical thought. All learning information is situated in a couple of consecutive pages of the textbook. After these various comparisons, the two works sound;-References to musical pieces previously perceived;-Perception of works of other arts in a similar emotional mood for insight into the emotional content of the work. For this purpose verses, excerpts of prose, paintings are shown, links to dances are made;-Guiding questions and tasks. They are very diverse, but they are always related to directing the students' attention to the sounding musical example, understanding the nature of the artistic image, comprehending the information that is exemplified by the particular musical work.
The Great Effects of Applying Music on Learning Second Language
Universal Journal of Educational Research, 2020
Today, in order to achieve international co-operation in solving international problems related to education, economy and society, countries increasingly open, interact with each other more, then learning foreign languages is one of the extremely necessary requirements. However, learning a language is not an easy one for everyone. Everyone has a different ability, and the way and tools people use to learn languages are not the same. One of the tools they use is music. By using rhythms of favorite songs, the learners might have much more better pronunciation, that is, they would find it enjoyable to learn a new language, easier to remember. They no longer learn the grammatical structures or sentences in the books, and as a result, they could improve their speaking skills as well as other skills more naturally. This article will mention benefits of learning languages via music, the paper also mentions some characteristics of music and words to prove that music is an effective tool to make foreign language learning extremely effective. The paper was completed with the support of 100 students currently studying at some universities in Ho Chi Minh City. These students are studying English or Japanese. The online survey method and oral interviews aim to further clarify the importance of music for foreign language access. The results show that most students mention the effects of music but there are also students who are not really aware of the importance of this form of learning.
Translation Today, 2017
Language and Music are two ways that human beings use to communicate and express themselves through sound‖. Abstract Numerous articles have been written on the role of music in language learning. The contribution of various scholars of different backgrounds in acknowledging the significance of music in promoting language learning is indeed astounding and encouraging. One would then wonder what new contribution in this already swelling body of information that this article seeks to provide. First of all, this study seeks to discuss practical or rather pedagogical strategies by which music can be utilised to promote foreign language learning. The approach employed in this study is quite unique in the sense that translation is taken as the gateway through which music can be harnessed to improve foreign language learning. The view that is central in this discussion is that, since music is understood as a universal language that cuts across different age groups, social and cultural structures, channelling translation based activities towards music can be a powerful method of foreign language learning. Rather than simply singing and rehearsing target language songs, learners can be given tasks and projects of translating target language songs into their L1/L2 and performing their work in classroom activities. In such activities, learners are given an opportunity of not only enjoying the process of foreign language learning but most importantly of localising the language experience into their lifestyle, thus domesticating the foreign. For instance, giving them an opportunity to use the target language learning material to compile songs which Music is a Gateway to the Soul… 94 they can translate and perform (both the original and the translated version) in front of other learners and the teacher, may give them the satisfaction of being the producers of their projects. Their chances of having an intimate relationship with their lyrics may be the much needed bond between the learner and the target language. In the context of this study, such projects are referred to as foreign language learning music/song projects. This discussion also encourages the utilisation of digitization in the performance of music/song projects. Hence, utilizing various applications that can be used to edit music (mini studios), music/song projects can be transformed into enjoyable activities, where learners may even forget that they are learning a foreign language and thus paving a way to a process of acquiring the target language rather than merely learning it.
Teaching Music in English: A Content- Based Instruction Model in Secondary Education
Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.