I think that every teacher of a foreign language should provide various strategies of learning for the pupils. It is the teacher’s task to combine the different approaches of learning in order to make learning less complicated and more pleasant for the learn-ers. In my eyes, learning with songs and music, seems to be a successful method of learning English. Music plays an important role in the life of almost every person. We are surrounded by music all day long – while shopping in the super market, while eat-ing in a restaurant, even in the bathroom. Especially young people love music, but they do not only consider a song ‘cool’ when they like the artist, the melody or the sound of this piece of music. Nearly as important as that is the fact that the song conveys a particular message. In most cases, young people always identify them-selves with the content of the song, mainly when it touches a topic the pupil is very interested in or something the young person is about to go through (e.g. being love-sick or having problems with the social environment…). That means that young peo-ple have to concern with the lyrics of the song. This can be seen as a voluntary oc-cupation with language. And as long as this song is written in a language which is taught at school, every future teacher should catch this opportunity and make use of music and songs in the classroom. Music and songs provide quite a lot of material, which can be used for learners of English as a foreign language. There are quite a lot of positive sides of learning English via the medium music. First of all it is a very posi-tive way of learning English. Music is a part of our everyday life and especially young people are very familiar with music. If the teacher provides the possibility of a positive access to a new topic, the kids will learn the new things easier and with more fun and readiness. I am sure that the one or the other pupil turns out to be a little “music-expert”. This can strengthen the self-consciousness of students who are not so good at other areas because now they have the opportunity to show what they know about a special artist or band. Another pro of teaching language by using songs and music is that it is something different for the students – it is an alternation to the common methods of language learning, because it is not only interested in input. [...]
Table of Contents
1. Introduction – Some general statements
2. The importance of the right song selection
2.1. My suggestions for a thematic sequence
(a) Phil Collins »Another day in Paradise«, Ralph McTell »Streets of London«
(b) Tracy Chapman »Fast Car« and Elvis Presley »In the Ghetto«
(c) Cat Stevens »New York Times« and Bob Dylan »Like a rolling stone«
2.2. Other appropriate songs for the classroom
3. Exercises according to songs in the classroom
3.1. Pre-listening activities
3.2. While-listening activities
3.3. Post-listening activities
4. Summary
Objectives and Topics
This paper explores the pedagogical advantages of integrating music and songs into the EFL classroom, arguing that they serve as authentic, highly motivating materials that cater to diverse learning channels and enhance linguistic proficiency.
- The role of music as a motivational tool and authentic input in language learning.
- Methodological criteria for the effective selection of songs based on student interest and linguistic level.
- The development of thematic sequences using socially critical lyrics.
- Practical implementation of pre-, while-, and post-listening activities to foster comprehension and creativity.
Excerpt from the Book
1. Introduction – Some general statements
I think that every teacher of a foreign language should provide various strategies of learning for the pupils. It is the teacher’s task to combine the different approaches of learning in order to make learning less complicated and more pleasant for the learners. In my eyes, learning with songs and music, seems to be a successful method of learning English. Music plays an important role in the life of almost every person. We are surrounded by music all day long – while shopping in the super market, while eating in a restaurant, even in the bathroom. Especially young people love music, but they do not only consider a song ‘cool’ when they like the artist, the melody or the sound of this piece of music. Nearly as important as that is the fact that the song conveys a particular message.
In most cases, young people always identify themselves with the content of the song, mainly when it touches a topic the pupil is very interested in or something the young person is about to go through (e.g. being love-sick or having problems with the social environment…). That means that young people have to concern with the lyrics of the song. This can be seen as a voluntary occupation with language. And as long as this song is written in a language which is taught at school, every future teacher should catch this opportunity and make use of music and songs in the classroom.
Summary of Chapters
1. Introduction – Some general statements: Discusses the inherent motivation and potential of using music in the EFL classroom as an authentic teaching method.
2. The importance of the right song selection: Examines criteria for choosing appropriate songs, focusing on student interests and linguistic accessibility.
2.1. My suggestions for a thematic sequence: Provides concrete examples of thematic units centered on social criticism, utilizing songs from artists like Phil Collins and Tracy Chapman.
2.2. Other appropriate songs for the classroom: Offers further song recommendations suitable for teaching diverse topics ranging from historical conflicts to social issues.
3. Exercises according to songs in the classroom: Details the transition from traditional exercises to more varied, authentic listening approaches.
3.1. Pre-listening activities: Outlines methods to prepare and motivate students before exposure to the song.
3.2. While-listening activities: Suggests meaningful tasks for students to complete during the listening process to foster detailed comprehension.
3.3. Post-listening activities: Describes creative follow-up tasks such as role-playing and writing assignments to consolidate learning.
4. Summary: Concludes that music is an essential, multi-sensory teaching tool that should be regularly integrated into the classroom curriculum.
Keywords
EFL, Music, Song, Listening Comprehension, Authentic Materials, Social Criticism, Pedagogy, Motivation, Language Learning, Thematic Sequence, Pre-listening, While-listening, Post-listening, Student-centered, Classroom Activities.
Frequently Asked Questions
What is the primary focus of this work?
The paper focuses on the pedagogical benefits and practical application of integrating music and songs into English as a Foreign Language (EFL) instruction.
What are the central themes discussed?
The central themes include the selection of authentic music, the use of songs for teaching social criticism, and the structuring of listening exercises.
What is the main objective of the author?
The author aims to demonstrate that music is a highly effective, motivating, and authentic resource for teaching language that goes beyond traditional methods.
Which methodology does the author advocate?
The author advocates for a logical instructional sequence divided into pre-listening, while-listening, and post-listening activities.
What content is covered in the main section of the paper?
The main section covers criteria for song selection, specific thematic units (e.g., social criticism), and a detailed breakdown of didactic exercises for the classroom.
Which keywords best characterize this study?
The study is best characterized by keywords like EFL, authentic materials, listening comprehension, and pedagogical motivation.
How does the author handle the "generational gap" in music selection?
The author suggests choosing songs covered by contemporary artists or songs that address universal issues like poverty and homelessness to bridge the interest gap between teachers and the "MTV-generation."
How should teachers deal with students who dislike specific songs?
The author advises that teachers should be aware of student interests to avoid negative associations, ensuring that song choices remain objective and relevant to the students' lives.
- Quote paper
- Stefanie Warnke (Author), 2006, The use of music and songs in the EFL-classroom, Munich, GRIN Verlag, https://www.grin.com/document/122444
