Recovered from: https://goo.gl/images/tfB1F2
Lyrics as an authentic tool for teaching English to adult learners.
This blog intends to be a comprehensive selection of online resources for English teachers as a foreign language dealing with the use of lyrics and songs in English for teaching and motivating adult learners.
Recovered from: https://goo.gl/images/KZX4Ls
ABSTRACT[MAMF1]
ACKNOWLEDGMENTS
INTRODUCTION[MAMF3]
This research explains the impact of lyrics in songs as a
didactic tool in teaching English as a Foreign Language. This also wants to
make a compilatory analysis from different sources stating that thanks to the
use of lyrics, adult students can improve listening as part of their
communicative skills.
The interest in this topic comes from personal
experience as an English teacher since 2009 in the Department of Antioquia,
Colombia. Using lyrics in the classroom has permitted to verify the importance
and usefulness of using songs in English class. This has allowed learning,
motivation and understanding of the culture and the language. To help support
this interest, this study will focus on theoretical and research texts stating
that the use of lyrics can help develop listening skills to adult learners.
This monograph is a compilatory work, which considers
lyrics as a very important tool, making training and apprenticeship more fun
and effective. First, it will explore the importance and value of lyrics as an
authentic instructional resource. Next, it will review how Lyrics in songs can
be used as a Learning Activator Device (LAD), the "innate facility"
for acquiring language. Finally, it will go through how The Song Stuck in My
Head Phenomenon: A Melodic Din in the LAD? validates lyrics as a teaching tool
for learning a foreign language and endorses the use of lyrics as an effective
way for learning English, helping students enhance their abilities for
listening.
This will help English teachers use the new concepts
about the use of lyrics shown here in their classes to teach English to adult
learners, showing that lyrics have a favorable effect in adult learners. This
tool can be used to make them eager and open to the idea that learning a new
language is possible.
This work shows how lyrics are an authentic teaching
tool that makes students feel calm, confident and empathetic. Music provides
proximity and simplicity when learning. The use of this assistance leads to
assimilation of the Foreign Language. This monograph wants to bring
considerations, remarks and elicit the use of this resource for training and
learning English. It also seeks to highlight how music can help achieve this
goal.
This work will show how this instrument is an
intelligent method to introduce students to different aspects of the language
and its native culture. Understanding that lyrics can be used for formal
grammar training and helping listening, vocabulary and fluency abilities.
Significance of the Study[MAMF4]
After
years learning and teaching English language in places like Servicio Nacional
de Aprendizaje (SENA) institution, a
project for teaching English to elementary and secondary teachers in Antioquia.
Called Antioquia Billingüe, and private schools; methods for enhancing these
aspects became something relevant and important. English learning and teaching
are a priority in Colombia, this is a part of different strategies to insert
the country in the dynamics of global exchange.
The following is found at the Colombian Ministry of Education from its
plan called Programa Nacional de Bilingüismo (Bilingualism National Program)
stating:
Strengthening the command of a foreign language is essential for any
society interested in being part of global dynamics of academic, cultural,
economic, etc. The improvement of the levels of communicative competence in the
English language of a particular society or population necessarily leads to the
emergence of opportunities for its citizens, recognition of other cultures and
individual and collective growth, increasing the possibilities of social
mobility and more egalitarian conditions for development.
(Colombia,MinEducación, 2004)
After teaching English for many years, it is relevant to show up the
positive impact of lyrics when seeking the development of listening and
communicative skills among adult students. Teachers face daily requests from
their students to provide lessons with elements that make them feel engaged and
motivated trying to obtain better results, these goals can be achieved by the
use of lyrics as part of the different strategies used in the classroom.
Another advantage of using pop songs in language teaching and learning is the
involvement of cultural knowledge, (Cheung, 2001).
This study reviews theoretical sources highlighting the benefits of
lyrics as a training resource. An instrument that has been used for a long
time, as a secondary asset when teaching English as a Foreign Language
(EFL). English songs: are a rich mine of
information about human relations, ethics, customs, history, humor, and
regional and cultural differences, (Lems, 2001).
This paper aims to present lyrics as a first teaching source, that when
teachers use lyrics as part of a designed instructional plan, students achieve
better results, promoting communication and interaction. One of the advantages
of using songs in teaching is that the texts in the lyrics represent authentic
examples of English structures and real uses of the language, and here is when
the work with songs takes paramount relevance at the moment of teaching the
language, (Lopera, 2003)
The use of lyrics as a tool for instruction in English as a Foreign
Language emphasizes that language education always needs innovative strategies
for teaching English to students and, in the case of this work, to adult
learners, helping them enhance their listening skills. For Coromina (1993)
lyrics provide a break from the text book and workbook routine.
Another important aspect is that this research helps see songs in the
correct way for training a Foreign Language, demonstrating that they have a
positive effect especially focusing on adult learners. Dubin & Olshtain
(1977) consider that the inclusion of music in English lessons is effective
because: music is a pleasurable outlet… is a good way for students to relax and
feel more at ease in using the new language.
Statement of the
Problem
The use
of English is increasingly important in universities, the work place and the
social life. It is important for teachers to implement teaching strategies
using pedagogical tools like lyrics that facilitate the assimilation of this
language. Segura & Villalba (2005) consider that the use of songs related
to the students’ interests can help the class to engage and motivate them
develop the activities involving things they like. Cárdenas (2000) supports
that listening is carried out through practices that can produce boredom, panic
or even frustration. To change that and avoid negative experiences music can be
used as a pleasant resource, bringing not only joy but authentic materials to
enhance the practicing and learning of the language.
Hypothesis
Lyrics provide language instruction with a dynamic and playful
approach, bringing authentic materials and approaches to the class experience,
changing the mood of the class and the view students have in front of something
that might be a difficult task, easing the pain and the frustration, lyrics and
music are a great ally in language education, helping students achieve their
goal of learning a new language. Lopera (2003) mentions that lyrics provide the
opportunity to work with the students in specific points, improving and
enhancing the learning possibilities beyond texts books or non-authentic
materials.
Objectives
General Objective[MAMF5]
To compile the impact of lyrics in teaching English to
adult learners based on authors that mention and support their use for teaching
English.
Specific
Objectives
LITERATURE REVIEW
METHODOLOGY
DISCUSSION
CONCLUSIONS AND SUGESTIONS
REFERENCES
About Jaber Alejandro Naranjo Paniagua: Was born in Medellín, Colombia, Bachelor in English as a Second Language from UNAD University, Colombia. Currently, studying a Bachelor degree in Visual Arts and Arts Education at UdeA, Medellín, Colombia. He is also a professional visual Artist, you can see his work at: http://alejonaranjo.wix.com/www#!
All the selection of online resources can be downloaded from the following link: https://drive.google.com/open?id=1rSNulQpK7hVY48yYZPjuqvdLepk3u303
The sounds of English: Do you want to improve your English pronunciation? Well, you've come to the right place. Over the next 30 weeks, we'll be updating this page with episodes from Tim's Pronunciation Workshop, the series where we show you how English is really spoken. It'll help you become a better listener and a more fluent speaker.
All the selection for the SOUNDS OF ENGLISH online resources can be downloaded from the following link: https://drive.google.com/open?id=1LvIOenfB9TWbHqrPVTV-5bTQYIwoGVts
http://www.bbc.co.uk/learningenglish/english/features/pronunciation
Lyrics training: Enjoy learning languages for free playing with the music videos and filling in the lyrics of your favorite songs: https://es.lyricstraining.com/
Lyrics place: http://www.lyricsplace.com/
Learn Songs: Learn to sing folk songs, campfire songs and group-singing songs that native English speakers sing: http://www.manythings.org/songs/
Teaching English through songs and stories: http://rate.org.ro/blog2.php/ri/teaching-english-through-stories-and
Free grammar and vocabulary video lessons:
https://www.youtube.com/channel/UCKRBA9XfgzAtJodE4t8cUeg
Improve your pronunication: SHADOWING: Una técnica muy interesante para aprender inglés, se llama shadowing.
Con ella podemos conseguir muy buenos resultados, principalmente, con nuestra
pronunciación.
https://deepenglish.com/2011/10/shadowing/
Free lessons: https://deepenglish.com/blog/
Monograph: Lyrics as an authentic tool for teaching English to adult learners.
By: Jaber Alejandro Naranjo Paniagua, UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA, Colombia: xxxx
UNAD: Universidad Nacional Abierta y a Distancia, Colombia: https://www.unad.edu.co/
Bibiographic sources: Teaching English Using Songs: https://drive.google.com/open?id=13aS3-yejsHYy3vBC0-d8Lx4oRKAd-BYJ
Lyrics as an authentic tool for teaching
English to adult learners
A MONOGRAPH
Presented to
The Program of B.A. in Teaching English as a
Foreign Language
School of
Education
Universidad
Nacional Abierta y a Distancia
Colombia
In Partial Fulfillment
of the Requirements for the Degree of
Licenciado
en Inglés como Lengua Extranjera
by
Jaber Alejandro Naranjo
Paniagua
Graduation Month 2018
ã Jaber ALEJANDRO NARANJO PANIAGUA 2018
ABSTRACT[MAMF1]
English is a language for international
communication and trade. For adult Colombians this demand may become an
important part of daily life, skills for communication in English could be
solicited by employees and future academic and social endeavors, adult
Colombians may see this ability as an advantage. Language instruction for adult
learners may need didactic approaches and didactic tools that could help them
achieve the goal of being more proficiency and fluent in English. This work
pays special attention to Lyrics in English as they may be an interesting and
important resource helping adult learners get closer to this foreign language.
Music consistently surrounds our lives and may potentially assist educators in
removing boundaries between the various communities that students belong to
(Nagy & Herman, 1987). This study compiles information dealing with the use
of lyrics as teaching tools and resources that may help adult learners find a
better way to access this foreign language, developing strategies to language
based instruction and self-instruction dynamics. This uses a qualitative
approach to navigate authors and ideas supporting that lyrics in the target may
act as language motivators and language developer devices. Cheung (2001)
prefers the image of music bridging gaps between ‘formal and informal’ learning
as opposed to breaking boundaries and Huy Le (1999) extends this bridging of
formal and informal learning environments to include the bridging of the gap
between teachers and students as well.
Keywords Lyrics:
listening, real and authentic materials, motivation, adult learners.
ACKNOWLEDGMENTS
I want to thank to those who in many ways were
involved and help me understand and develop this experience, without their help
and support I would not be able to navigate through these academic and living
endeavors. I feel relief and motivation to continue this part of my life with
motivation and dedication, from now and beyond.
I dedicate this result to my family, especially to my
parents, Gloria and Fabio, and to Ada, my partner in life, they were the first
pillars of what made me finish and achieve this happy time.
I want to thank to UNAD and the staff of tutors that
were there providing this opportunity to grow, not only as a professional but
as new human being. Let me express my total gratitude.
TABLE OF CONTENTS
ABSTRACT.................................................................................................................................... ii
ACKNOWLEDGMENTS.............................................................................................................. ii
INTRODUCTION.......................................................................................................................... 2
Significance of the Study.................................................................................................... 2
Statement of the Problem.................................................................................................... 2
Objectives............................................................................................................................ 2
General Objective.................................................................................................... 2
Specific Objectives.................................................................................................. 2
LITERATURE
REVIEW............................................................................................................... 2
Lyrics in music as a Learning
Activator Device (LAD)...................................................... 2
The Song Stuck in My Head
Phenomenon......................................................................... 2
Lyrics as an authentic
teaching resource to enhance listening skills to adult learners……2
METHODOLOGY......................................................................................................................... 2
RESULTS........................................................................................................................................ 2
DISCUSSION................................................................................................................................. 2
CONCLUSION.............................................................................................................................. 2
REFERENCES............................................................................................................................... 2
INTRODUCTION[MAMF3]
This research explains the impact of lyrics in songs as a
didactic tool in teaching English as a Foreign Language. This also wants to
make a compilatory analysis from different sources stating that thanks to the
use of lyrics, adult students can improve listening as part of their
communicative skills.
The interest in this topic comes from personal
experience as an English teacher since 2009 in the Department of Antioquia,
Colombia. Using lyrics in the classroom has permitted to verify the importance
and usefulness of using songs in English class. This has allowed learning,
motivation and understanding of the culture and the language. To help support
this interest, this study will focus on theoretical and research texts stating
that the use of lyrics can help develop listening skills to adult learners.
This monograph is a compilatory work, which considers
lyrics as a very important tool, making training and apprenticeship more fun
and effective. First, it will explore the importance and value of lyrics as an
authentic instructional resource. Next, it will review how Lyrics in songs can
be used as a Learning Activator Device (LAD), the "innate facility"
for acquiring language. Finally, it will go through how The Song Stuck in My
Head Phenomenon: A Melodic Din in the LAD? validates lyrics as a teaching tool
for learning a foreign language and endorses the use of lyrics as an effective
way for learning English, helping students enhance their abilities for
listening.
This will help English teachers use the new concepts
about the use of lyrics shown here in their classes to teach English to adult
learners, showing that lyrics have a favorable effect in adult learners. This
tool can be used to make them eager and open to the idea that learning a new
language is possible.
This work shows how lyrics are an authentic teaching
tool that makes students feel calm, confident and empathetic. Music provides
proximity and simplicity when learning. The use of this assistance leads to
assimilation of the Foreign Language. This monograph wants to bring
considerations, remarks and elicit the use of this resource for training and
learning English. It also seeks to highlight how music can help achieve this
goal.
This work will show how this instrument is an
intelligent method to introduce students to different aspects of the language
and its native culture. Understanding that lyrics can be used for formal
grammar training and helping listening, vocabulary and fluency abilities.
Significance of the Study[MAMF4]
After
years learning and teaching English language in places like Servicio Nacional
de Aprendizaje (SENA) institution, a
project for teaching English to elementary and secondary teachers in Antioquia.
Called Antioquia Billingüe, and private schools; methods for enhancing these
aspects became something relevant and important. English learning and teaching
are a priority in Colombia, this is a part of different strategies to insert
the country in the dynamics of global exchange.
The following is found at the Colombian Ministry of Education from its
plan called Programa Nacional de Bilingüismo (Bilingualism National Program)
stating:
Strengthening the command of a foreign language is essential for any
society interested in being part of global dynamics of academic, cultural,
economic, etc. The improvement of the levels of communicative competence in the
English language of a particular society or population necessarily leads to the
emergence of opportunities for its citizens, recognition of other cultures and
individual and collective growth, increasing the possibilities of social
mobility and more egalitarian conditions for development.
(Colombia,MinEducación, 2004)
After teaching English for many years, it is relevant to show up the
positive impact of lyrics when seeking the development of listening and
communicative skills among adult students. Teachers face daily requests from
their students to provide lessons with elements that make them feel engaged and
motivated trying to obtain better results, these goals can be achieved by the
use of lyrics as part of the different strategies used in the classroom.
Another advantage of using pop songs in language teaching and learning is the
involvement of cultural knowledge, (Cheung, 2001).
This study reviews theoretical sources highlighting the benefits of
lyrics as a training resource. An instrument that has been used for a long
time, as a secondary asset when teaching English as a Foreign Language
(EFL). English songs: are a rich mine of
information about human relations, ethics, customs, history, humor, and
regional and cultural differences, (Lems, 2001).
This paper aims to present lyrics as a first teaching source, that when
teachers use lyrics as part of a designed instructional plan, students achieve
better results, promoting communication and interaction. One of the advantages
of using songs in teaching is that the texts in the lyrics represent authentic
examples of English structures and real uses of the language, and here is when
the work with songs takes paramount relevance at the moment of teaching the
language, (Lopera, 2003)
The use of lyrics as a tool for instruction in English as a Foreign
Language emphasizes that language education always needs innovative strategies
for teaching English to students and, in the case of this work, to adult
learners, helping them enhance their listening skills. For Coromina (1993)
lyrics provide a break from the text book and workbook routine.
Another important aspect is that this research helps see songs in the
correct way for training a Foreign Language, demonstrating that they have a
positive effect especially focusing on adult learners. Dubin & Olshtain
(1977) consider that the inclusion of music in English lessons is effective
because: music is a pleasurable outlet… is a good way for students to relax and
feel more at ease in using the new language.
Statement of the
Problem
The use
of English is increasingly important in universities, the work place and the
social life. It is important for teachers to implement teaching strategies
using pedagogical tools like lyrics that facilitate the assimilation of this
language. Segura & Villalba (2005) consider that the use of songs related
to the students’ interests can help the class to engage and motivate them
develop the activities involving things they like. Cárdenas (2000) supports
that listening is carried out through practices that can produce boredom, panic
or even frustration. To change that and avoid negative experiences music can be
used as a pleasant resource, bringing not only joy but authentic materials to
enhance the practicing and learning of the language.
Hypothesis
Lyrics provide language instruction with a dynamic and playful
approach, bringing authentic materials and approaches to the class experience,
changing the mood of the class and the view students have in front of something
that might be a difficult task, easing the pain and the frustration, lyrics and
music are a great ally in language education, helping students achieve their
goal of learning a new language. Lopera (2003) mentions that lyrics provide the
opportunity to work with the students in specific points, improving and
enhancing the learning possibilities beyond texts books or non-authentic
materials.
Objectives
General Objective[MAMF5]
To compile the impact of lyrics in teaching English to
adult learners based on authors that mention and support their use for teaching
English.
Specific
Objectives
• To identify different authors and
bibliographic sources about the use of lyrics for teaching English.
• To demonstrate the relevance of using
Lyrics mentioning authors talking about the importance of lyrics for teaching
English.
• To create a blog presenting this study
and a set of resources related to the use of lyrics for teaching adult
learners.
https://teachingusingmusicmonografiaunad.blogspot.com.co/
CHAPTER 2
LITERATURE REVIEW
Lyrics in music as a Learning
Activator Device (LAD)
This theoretical framework reviews
the concept defined as LAD or Learning Activator device. Humans are born with an
ability that helps them acquire a first language and subsequently acquire or
learn other languages, this is key to language teaching in adult learners. This
ability to learn another language at an adult age is essential to understand
the use of verbal songs in language teaching, as reviewed before music and
lyrics are motivators and tools that can create conditions to stimulate and
facilitate learning. One piece of evidence for the existence of a LAD is the
fact that physical areas of the brain concerned with production and
comprehension have been identified, (Murphy, 1990).
This paper aims to explore different
sources expressing the way music and verbal songs may play a role as motivators
and facilitators in contexts where learners are reluctant or nervous in front
of the learning task. This devices could provide the environment and the space
needed to articulate and engage students in the class playing the role as a
long term educational source, students could take it with them, they could
choose the songs and lyrics they like expanding their training and learning
capacities, this could be an important asset when considering learners as
active participants and self-drivers of their own learning achievements,
according to Bartle (1962), Richards
(1969) and Jolly (1975), the use of music and songs in the English
language-learning classroom is not new and scholars have been arguing for the
use of music in a language acquisition context for both its linguistic benefits
and for the motivational interest it generates in language learners.
For Murphy (1990) the belief that
acquisition is possible lies at the heart of any method that involves engaging
the learner in natural communication and authentic input, these include what he
calls task-based learning, content and language integrated learning (CLIL), and
some story- and activity-based programmes, Murphy (2007).
About language acquisition: In the
80s, Krashen (1987; 1988) distinguished acquisition from learning by advocating
the idea, which, until nowadays, has underlain researches and textbooks that
claim to be communicative, that only a language considered as one’s mother
tongue is acquired and the others are learned. It means that one’s first
language is what defines him/her as a subject, and it is acquired without its
grammar knowledge, better yet without one’s formal knowledge of it. The other
languages, which are best known as foreign languages, are learned (grasped) in
formal contexts, once the learners are not directly in touch with the speakers
of those languages or in an immersion situation.
Thanks to the information found, it
was possible to understand that music could act as a bridge between the adult
learners and the new language, which would satisfy the need to have access to a
new language, and therefore, to a new set of cultural and social features.
Lyrics as Learning Activator Devices may become the structure that forms the
bridge.
The so called LAD could act as a link
and as a mechanism that could be used to form the Foreign Language inside the learner's
mind and brain, making it a social habit, a tool for meaningful
interactions. Arias, Duque, &
Mitchell (1996, p. 125) include lyrics songs as a teaching material because
they are not graded material, produced by native speakers and for the users of
that language, without any modification, and with the purpose of helping
English language instruction.
The Language Acquisition Device, or
LAD, is part of Noam Chomsky's acquisition hypothesis. The LAD is a system of
principles that children are born with that helps them learn language, and
accounts for the order in which children learn structures, and the mistakes
they make as they learn. Second language learning theory proposes that
acquisition is possible in second and subsequent languages, and that learning
programmes have to create the conditions for it. (British Council, 2008)
To link the LAD theory with adult
learners language training, we can say that lyrics have the ability to allow
them act as a LAD as lyrics may have the Target Language as part of their
communicative role, learners could listen to them all the time, they could take them to many places, this
could provide the constant touch with the language as music, this means the
possibilities of engagement, repetition and cultural awareness could be part of
what they offer as in the LAD proposal, this may be in some form a natural way
to access the target language. For Bartle (1962) and Kanel (2000) Music had
been used on occasion with the Audiolingual Method (This method is Based on Skinner’s
Behaviorism theory, it assumed that a human being can be trained using a system
of reinforcement. Correct behavior receives positive feedback, while errors
receive negative feedback) in language teaching classrooms to reduce the
boredom that could occur from repetitive drills from the 1950s through to the
1970s.
Segura & Villalba (2005, p. 70)
declare that when lyrics or songs are used related to students’ interests can
help the class to find motivation and engagement in the activities involving
specially things they like. These resources can be used to create lessons that
can help students develop the skills they need to improve.
The Song Stuck in My Head Phenomenon
This chapter uses and article from
Tim Murphey (1992), raising awareness and dealing about the relationship of
four different phenomena paying special attention to two of them: The
involuntary verbal rehearsal, also called the “Din in the head”, and the
song-stuck-in-my-head (SSIMH) phenomena.
According to Murphey (1992) the DIN
is a phenomenon that occurs as the result of constant repetition, this leads to
language acquisition, to have the DIN as part of a learning process there must
be an input, for example when in class this input is provided, the DIN starts
to operate and no so much time needs to be applied to this the development of
language to happen. Barber (1983) mentioned that the DIN in the head as a
rehearsal of a foreign language in a person's mind.
The DIN phenomenon was first
discussed in the literature of second language acquisition by Krashen (1983),
who defends that the DIN is a form of mental rehearsal in which words, sounds,
and phrases of the target language are spontaneously replayed in the mind.
These elements integrate listening the language as a form of lyrics and in this
exercise repetition is helping language acquisition, another key feature
presented here to support the idea that the lyrics are appropriate teaching
resources for adult learners, (De Guerrero, 1987).
For Orlova (2003), the following
aspects are part of the methodological purposes for using lyrics in class: 1.
Practicing the rhythm, stress and the intonation patterns of the English
language. 2. Teaching vocabulary, especially in the vocabulary reinforcement
stage 3. Teaching grammar. In this respect songs are especially favored by
teachers while investigating the use of the tenses. 4. Teaching speaking. For
this purpose, songs and mainly their lyrics are employed as a stimulus for
class discussion 5. Teaching listening comprehension 6. Developing writing
skills.
For Cárdenas (2000) listening
comprehension is added on to established stages of reading, writing and
speaking. And Willis (1981) states that for students it is fundamental to get
the chance to listen to different types of English, so they will be able to
listen with understanding to spoken English outside the classroom.
The input may come in many forms,
drills, exercises and activities that could provide comprehensible information,
and learners could start repeating language forms more and more. According to
Nagy & Herman (1987) Music consistently surrounds our lives and may
potentially assist educators in removing boundaries between the various
communities that students belong to extending their work, and in the same
regard, Medina (1990) suggests that it may be beneficial to attempt methods
that more closely resemble life outside of the institutional classroom, which
is generally filled with music, songs, stories and visual images.
Guerrero (1999), tried to find if
students can start the DIN rehearsal voluntarily, they may be aware of
different forms used before, providing them with opportunities to deal with
conversations and forms in future opportunities. It is like a bank of language
features that are part of the mind that can come when needed, as an output. As
mentioned before, this output has to be preceded by a comprehensible input,
something Guerrero (1999) calls: I should have said that experience (ISHTE).
For Krashen (1983) the Din in the
head refers to an involuntary rehearsal of the target language words, sounds
and phrases. The DIN in the head is also a result of stimulation of the
language acquisition device, when the acquirer receives a good amount of
comprehensible input. This is important and relevant to know when real input is
being provided in classes or thanks to the target language exposure.
Lyrics may be seen as perfect devices
for repetition of language in the learner’s head, and they could be a pleasant
way to take advantage of the use of constant elements of vocabulary. This also
may help training listening, and by that way, this may help the development of
the other skills needed to be a fluent user of the target language, as seen by
Cheung (2001), the image of music bridge gaps between ‘formal and informal’
learning as opposed to breaking boundaries.
On this same matter, Huy Le (1999)
extends this bridging of formal and informal learning environments to include
the bridging of the gap between teachers and students as well. And Gatbonton
and Segalowitz (1988) place students in an environment in which it is
appropriate to use target utterances in a genuinely communicative fashion.
Songs and lyrics are consistent and repetitive, which is helpful for listening
comprehension and fluency, not to mention language and vocabulary acquisition.
This DIN in the head phenomenon is
related to exposure to the target language and by repetition, the sounds,
words, etc. of the target language stay in your head. The Din in the head
operates thanks to appropriate amounts of language inputs and becomes
instinctive like a child uttering words and sounds. Bedford, Krashen (1983),
and De Guerrero (1986) tried to provide evidence of the DIN phenomenon applying
questionnaires to different groups of students and speakers of a second
language. Regarding the DIN phenomenon, De Guerrero (1987) performed a study of
52 Spanish-speaking English as a second language college students, which
revealed that the din phenomenon (a form of spontaneous mental rehearsal in
which words, sound, and phrases are replayed) was very common among subjects
and at all stages of language acquisition.
Murphey and Alber (1985) consider
that pop songs register was described as the “motherese of adolescents” and as
an affective foreigner talk referring to the simple and affective language they
provide. This is interesting when considering lyrics as part of the training
process, they provide repetition, vocabulary, cultural context and emotions,
and they will stay with the learner as they are elements that can be used by
repetition as many times as the student wishes to use them for training or
pleasure purposes.
To give a base to the previous idea,
let us consider the following statement, Widdowson (cited by Cárdenas, 2000, p.
12), that says that: it is a function of the interaction between the hearer and
the text, which incorporates the intention of the speaker. The song stuck in my head (its relation to
the DIN phenomena) and the relation between songs and the Din as something that
implies repetition, and stays with the learner as language acquisition, and the
LAD can help see lyrics as learning tools or learning devices, in which songs
are repetitive DINS that stuck to the listener's head. This repetition of
important input features is relevant to understand lyrics/songs as excellent language
learning activator devices.
Crystal (cited by Lopera, 2003, p.
138) states that: Throughout the world, English is probably encountered more
often today in music than on the printed page. And Carrier (2000) says that
lyrics can be an enjoyable way to get in contact with the words and expressions
and the culture of the target language.
Lyrics in songs have the possibility
to stick to the head, repetition is the key to explain how music, songs and
lyrics can affect in a positive way the form we learn foreign languages. As
lyrics become part of a constant routine, they will help interiorize the
language. Research into the discourse of pop songs shows that they have an
extremely high verb count with few concrete referents for participants, times
and places, Murphey (1992).
The inner speech is helped by the
privacy in which the listener is in touch with the songs and its verbal
components, then when it is part of the listener, this silent period becomes
the opposite, this is what Murphey (1992) calls the talkman. Verbal songs help
the inner voice to come out, making speech possible, listening opens the door
to pronunciation, and this is a result provided by the song stuck in my head
phenomenon.
According to Murphey (1992), lyrics
are playing a fundamental teaching role worldwide because of the popularity of
songs in English and the availability through mass media. This helps us conclude that songs and lyrics
can play a fundamental role in language teaching, they are a favorable source
of materials that can help develop language proficiency skills. Learners can
develop a long term process of self-training and cultural awareness, an open
door to the target language, thanks to a powerful tool that carries the
language and the culture it represents. For Milington, (2011), using songs as
language learning tasks can help to maximize the potential of songs as teaching
and language learning tools.
Pop, rock, and folk music is an idiom
which is embraced by a broad span of young people –and not only those living
within English speaking countries. It is familiar to students both in academic
and non-academic settings, Dubin & Olshtain (1977). To support this, let us mention Griffe (1992)
declaring that it is important to point the advantages in using songs and music
in the language classroom and during the learning acquisition process.
Lyrics as an authentic teaching
resource to enhance listening skills to adult learners.
From the previous pages of this
monograph, the importance of lyrics as a teaching tool has been related to
understand the need for innovative and appropriate teaching resources that can
fit students and teacher’s needs. Verbal songs in English are seen as an
important and useful intangible asset related to what teaching communities call
as real and authentic materials. Music in education and lyrics as language
links can enrich training and make learners more active, motivated and engaged.
Supporting the previous ideas, we can mention that: All normal (non-brain
damaged) people possess some musical intelligence, (Gardner, cited by
Fonseca-Mora, 2000).
Songs and music can help the
training/learning process, this tool is dynamic and fluid, it relaxes the mood
and as mentioned by many authors it creates a favorable space for learners that
might feel frustrated or inhibited in front of the “challenge” that represents
learning a Foreign Language. Students concentrate on messages and ideas as they
would in their native language, they are doing something with language: they
are participating actively in the game called communication, Murphey (2010).
When a song is integrated in a
language class as a learning motivator device, a lot goes on, regarding the
listening process and other abilities, for Schoepp (2001) it is important to
recognize the grounded theory when a teacher uses a song in class, he states
that teachers see patterns emerging from the material they use, they help them
create a language teaching theory that helps fit teaching and language into the
students’ needs and goals.
These patterns, accordingly to Schoepp
(1999), include components that are affective, linguistic and cognitive. These
elements are the reason for what they use lyrics in their classes. The
temporality of music, spoken language and other kinds of performances such as
plays, poetry readings and dance, provides social cohesion by tying the
participants together in a bounded collective experience, Arleo (2000) and
adults sing at many places, Gugliemino (1986).
Music possesses similarities to
spoken language, it relates meaning and connects it to our experiences, social
memory and feelings, and for Gordon (1993) music contains from our early age,
syntactic, phonetic and semantic components. Many authors support the idea that
music increases creativity and eagerness towards the learning process. For
Deutsch (1991) there is a connection between perceiving musical sounds and
linguistic backgrounds.
For many authors, music and the
lyrics it contains will provide a great opportunity for teachers to establish a
close relationship with their pupils, helping find elements that connect many
aspects, not only for pleasure, but to create language inputs and outputs. The
rhythm and melody of the music could be considered tantamount to stress and
intonation, Arleo (2000).
For Horn (2007) we can understand that
using lyrics in class does not pretend to replace language production or
linguistic features or valuable speaking techniques, it is to present language
in an enjoyable and interesting way.
It (Foster, 1993; Gugliemino, 1986; Karimer,
1984; Lowe, 1998; Olhaver, 1998) states the merits which music holds and could
be used in the classroom such as music for relaxation, concentration,
motivation, cultural awareness, vocabulary acquisition, ear training and
pronunciation. On the contrary of the endeavors done by language teachers for
creating some varieties in their classes, high numbers of classes consist of
drills, short dialogues and repetition, (Ashtiani, 2015).
Musical lyrics in the target language
bring a lot of real use of new vocabulary and real language forms. Gugliemino
(1986) asserts that ESL instruction, regardless of its focus, involves a great
deal of drill and repetition. Since music provides pleasant repetitions in an
enjoyable manner, it holds a great significance in a language class (Gugliemino,
1986). To continue this part let´s define ESL or L2:
The first area of difference between
first (L1) and second (L2) language learning is input – specifically the
quality and quantity of input. It is the idea of the "connectionist model
that implies... (That the) language learning process depends on the input
frequency and regularity" (Macnamara, J. (1975), pg. 71-94). It is here
where one finds the greatest difference between L1 and L2 acquisition. The
quantity of exposure to a target language a child gets is immense compared to
the amount an adult receives. A child hears the language all day every day,
whereas an adult learner may only hear the target language in the classroom –
which could be as little as three hours a week.
The relationship between lyrics with
the way we learn a language at the beginning of our life is that we learn from
the original source, we start listening sounds, rhythms and that is what makes
music and lyrics interesting when implementing them in teaching a foreign
language, focusing in the importance and usefulness when talking about
developing the listening skills needed in the communication process. This
relationship between sounds and rhythm enhances students’ listening skills.
Suggestopedia (Bancroft, 1982) and the method of Tomatis (Tomatis, 1991) take
advantages of music to elevate relaxation and allow the learners to learn more
efficiently.
For García-Sáez (1984) the use of
lyrics is a great asset because it helps practice phonetics in a way other
techniques cannot do it. There are two elements when talking about listening
skills, this can add feelings and understanding and can help checking for
understanding the target language and the communicational processes going on or
being transmitted by the song, this accordingly to McDonough and Shaw (2003).
Along with lyrics come motivation and
feelings that create or facilitate the learning process. It is true that, as
mentioned before, the use of lyrics is not meant to replace other language
training ways, strategies or materials. Crookes and Schmidt (1991) realized
four motivational elements in foreign language learning including interest in
the lesson, relevance, expectation, and satisfaction.
Students may summarize orally the
action or theme of a song or give oral presentations about a song or musician,
playing musical selections for the class. To involve the whole class, students
can fill out response sheets about each presentation, answering questions about
the featured topic, something new they learned, and something they enjoyed.
Verbal songs or lyrics are part of a variety of possibilities that can be
explored by teachers and researchers of language teaching today. When the
learners of that language are out of that country, songs put an enjoyable and
effective way to introduce the culture and encourage students, Murphey (2010).
Teachers are multi-role actors and
adult learners are active players. Due to these premises they can easily find
lyrics as a fundamental resource to use for a long life learning process,
strengthening listening and the rest of skills needed to be a fluent user of
the target language. A long term
learning journey that takes dedication, motivation and commitment from the
student. To be sure, songs have a place in the classroom for helping create that
friendly and co-operative atmosphere so important for language learning, but
they can offer much more. They offer insights into the culture and especially
the stories and myths of different societies, providing a window into the
frames of reference and values of the peoples whose language we are learning,
(Candlin, 1992).
Moreno et al. (2009) studied the
effects of music on learners’ language development and found that exercising
musical tasks for even a short duration could positively influence the ability
to perceive and differentiate individual phonemes of the language. Music
training enhances aural skills (Kraus & Chandrasekaran, 2010), music
training enhances verbal memory (Cheung, 2001). And that is of a significant
importance, since songs are a cultural representation of the target language
and its culture.
Lyrics are also interesting when
helping students to achieve a good level of proficiency regarding the target
language. Learners can use the songs they like and they enjoy as learning tools
using lyrics with the level of language everyone needs. Segura & Villalba
(2005) mention that using songs related to the students’ interests can help the
class engage willingly and meaningfully in the activities involving things they
like.
Listening as ability, when we use
audio, we are directly affecting the sense of listening, as listening being an
important part of the communicational process, acquiring the listening skills
needed to understand the target language is essential, lyrics in the target
language supported by the enjoyable feature of music help the development of
this skill. Words in songs have this melodic character that makes them a nice
tool for repetition. Dubin & Olshtain (1977) consider that the inclusion of
music in English lessons is effective because: music is a pleasurable outlet…
is a good way for students to relax and feel more at ease in using the new
language.
Cárdenas (2000) considers that in
most cases, listening is carried out through practices that produce boredom,
panic or frustration. In contrast to that, we can say that trough lyrics and
music the level of frustration and fear drops. We can help students achieve
their learning goals understanding that a song they listen to and they enjoy is
a great way to go further in understanding and using the target language codes,
promising them that their path to become fluent users of the language can be
ahead with the correct use of these type of strategies and tools.
Lyrics can help make many types of
exercises and objectives to be achieved, they can help with different aspects
and accordingly to Lopera (2003) lyrics in songs provide the opportunity to
work on specific teaching points, mentioning the following:
• To
have a contextualized topic for compositions or discussion
• To
make associations in English with other aspects of our lives
• To
facilitate translation exercises
• To
provide listening material
We can add that to develop
vocabulary, cultural awareness and the colloquial language used in real life by
native users in different contexts and situations, are among the best elements
that lyrics can bring to the learning experience. Thanks to listening to the
songs and the way lyrics are used to express emotions and values, it helps
learners connect with the essence and the way native users use language to
measure important aspects of life and the way they communicate their feelings,
and how they establish a relationship with the world around them.
Listening is an important skill to
understand and have access to the development of other skills, when we listen
to a song we can start a discussion or an activity about feelings or emotions,
or cultural differences, or establish relations between these aspects and
specific vocabulary. Thanks to that we can state that listening brings other
abilities. Here speaking, writing and reading altogether are present when we
use this type of learning tool in a class. Cárdenas (2000) states: that
listening comprehension is added on to established stages of reading, writing
and speaking.
Oxford (1993), defines listening as a
complex problem solving skill and it is more than just perception of the
sounds. Listening includes comprehension of meaning words, phrases, clauses,
sentences, and connected discourse.
Listening is essential in the
communication process, it gives the input required to establish communication.
When we use lyrics to help adult learners, we are training their ability to
understand the target language, we are providing the opportunity to follow a
sequence of sounds and ideas that are connected within the songs’ lyrics.
Another interesting quotation about the importance of listening in the learning
process is given by Saricoban (1999), stating that listening is fundamental, it
is the medium humans use to obtain information from the world around them.
For adult learners, it is fundamental
to develop this skill as it is part of the ways they need to interact in
different contexts. That is why, it is important to understand the connection
between lyrics and the idea of using them helping train adult learners for
listening in English or a foreign language.
Through the different sources
investigated, it is important to make a remark that listening is an ability
that is part of the communicative goal when we use a foreign language. The
development of all the skills is a fundamental element, and lyrics are among
the most interesting and useful tools for that. Rivers (1978) states that
listening is a creative skill, thanks to it we recreate the sounds and
articulate the ideas that come with them, we generate understanding thanks to
this ability. For Rivers (1978) listening brings comprehension, attention and
appreciation. Besides that, the listening activity needs the integration of
other skills that take part of language; we are talking about pronunciation,
vocabulary knowledge, writing, speaking, and reading.
Some difficulties when using
listening activities are related to the fear students might feel if they do not
understand every word or expression, they are used to listen to a teacher that
might speak slowly so they can understand as much as possible, but when another
material is used such as a song, the speed of language is different and
students might feel frustrated if they get lost. That is why strategies and
materials must be selected very carefully; they have to be interesting enough
to make learners feel motivated. Oxford (1993) states: that listening is a complex problem solving
skill and it is more than just perception of the sounds. Listening includes
comprehension of meaning words, phrases, clauses, sentences, and connected
discourses.
Motivation is another important
aspect to consider when we look what a learner is and we need to understand
their needs and their fears. Music and lyrics can provide this relaxing and
familiar scenario that can give this security to them. Motivation plays an
important role here, and lyrics are a good way to help students obtain
motivation and knowledge of the target language. Saricoban (1999) considers
that listening is a fundamental language skill. It is a medium that helps
children, young students and adult students obtain a lot of information,
understanding of the world and of human issues, their dreams and ideals, their
sense of values, and their appreciation.
Another interesting quotation by
Hornby (1990) states that: a song is a piece of music with words that is sung.
And as mention before, lyrics in the target language are connections with the
real use of the language and the people who use it as their mother tongue.
Futonge (2005) points: A song is also a great language package that bundles
culture, vocabulary, listening, grammar and a host of other language skills in
just a few rhymes. Songs can also provide a relaxed lesson. They can also form
the basis for many lessons.
Before Orlova (2003) was mentioned,
stating that it is possible to suggest that among the methodological purposes
with songs used in class, it is possible to have elements such as practicing
the rhythm, stress and the intonation patterns of the English language,
teaching vocabulary and grammar, developing listening comprehension, writing
skills, and speaking. For this last purpose, songs, and mainly their lyrics,
are employed as a stimulus for class discussion. As for Griffe (1992), it deals
with having a classroom atmosphere with cultural input, text and student
interest.
Songs create enjoyable classroom
atmospheres, and dealing with this atmosphere, songs and music can be used to
make students relaxed and provide enjoyable classroom conditions. They can
introduce the culture of the songs. Either songs or music are reflection of the
time and place that produce them. When the teacher brings songs into the
classroom, he will also bring the culture of the songs in the classroom.
In this way, lyrics are very useful
and interesting when used for instruction. Many teachers will conclude that
songs and lyrics will be effective, not only for young learners, but for kids
too. Kids enjoy it as they see it as a playful tool and teens can be engaged as
they are interested in the pop culture. This not only will provide class
materials, but information regarding their favorite artists and bands. This
aspect can be useful too, when integrating lyrics to a class for adult
learners. They need to find motivation and be engaged into using these tools as
learning devices that can help them achieve what they need in terms of
developing skills. Domoney & Harris (1993) and Little (1983) investigated
the prevalence of pop music in the lives of EFL students. Both studies found
that music is often the major source of English outside of the classroom.
Adult learners will enjoy songs that
they recognize and can listen to all the time. Frustration and anxiety drop,
and the class can be turned into a new space for learning and cultural
exploration. The Contemporary Music Approach by (Anton, 1990) and the KELP
project (Johnson al., 1995), explore pop songs to encourage, motivate the
students, and provide a more bustling and active ambience in the classroom.
Thain (2010) emphasizes the use of songs in lessons, since songs help
developing the four skills and believes that songs bring about activation of
both sides of the brain. Gatti-Taylor (1980) states: that phonetic instruction
could be both easy and enjoyable. And that: “It is relatively easy to find song
lyrics that stress a particular phoneme” (p. 466).
Adults will find interesting the use
of lyrics as they will help them. This implies a serious and conscious use of
these materials, used in an intelligent way that can be effective as a tool for
bringing as much knowledge as possible to the adult class and the adult
learner. Music, songs and lyrics are present in our life. Gugliemino (1986)
declares that adults sing at many places and moments, such as religious
services, bars, in the shower, and listening to the car radio. Songs are an
integral part of our language experience, and if we use them in a language
lesson they can be some resource of great importance and vale for the language
instruction.
To conclude these ideas on how lyrics
are positive resources for teaching English to adult learners, we can mention
an interesting work by Kevin Schoepp (2001) mentioning that:
What actually occurs in a language
classroom is, in fact, very valuable. The first step in developing a
theoretical rationale for using songs in the classroom is to label the types of
listening processes and then identify the reasons teachers and researchers
provide. From here, we can see that the teachers' motives are actually grounded
in theory. Patterns emerge from the literature as to why teachers and
researchers find using songs valuable. These patterns include affective
reasons, cognitive reasons, and linguistic reasons.
To continue following his article,
where Schoepp (2001) mentions that there are two processes involved in
listening, and both can be utilized when songs are used in the classroom. The
activity which is selected for a particular song will determine which of these
processes is active.
In this article we found that Cullen
(1999) declares:
The first is bottom-up processing
where the listener builds up the sounds into words, sentences and meaning. The
second is top-down processing where the listener uses background knowledge to
understand the meaning of a message. Practicing both of these processes is
essential for developing listening comprehension. The affective, cognitive, and
linguistic reasons for using songs which follow, are all grounded in learning
theory, and provide insights into the benefits of songs in the classroom.
For Schoepp (2001) the affective
filter hypothesis is one of five proposed hypotheses developed by Steven
Krashen (1994). Basically, it is an explanation of how the affective factors
relate to language learning. It is particularly appealing to teachers because
it provides an explanation to why some learners learn and others do not.
Krashen (1983) explains that for optimal learning to occur the affective filter
must be weak. Claerr and Gargan (1984) argue that songs have unique advantage
for the practice of listening comprehension because of their meaningful context
and topics of broad human interests.
Lyrics are positive for teaching
adult learners in a foreign language; their features are elements providing
language elements helping learners have language acquisition and fluency.
Saricoban and Metin (cited by Schoepp, 2001) said that songs can develop the
four skill areas of reading, writing, listening, and speaking. And Eken (1996,
p.46) states that songs can be used:
• To
present a topic, a language point, lexis, etc.
• To
practice a language point, lexis, etc.
• To
focus on common learner errors in a more direct way
• To
encourage extensive and intensive listening
• To
stimulate discussion of attitudes and feelings
• To
encourage creativity and use of imagination
• To
provide a relaxed classroom atmosphere
• To
bring variety and fun to learning
Lo and Li (cited by Schoepp, 2001)
offer similar suggestions, writing that songs provide a break from classroom
routine, and that learning English through songs develops a non-threatening
classroom atmosphere in which the four language skills can be enhanced. The
belief that songs provide enjoyment and develop language skills is also noted
by several other authors (Adamowski, 1997; Bechtold, 1983; Domoney &
Harris, 1993; Griffee, 1992; Gugliemino, 1986; Lems, 1984; Little, 1983;
Monreal, 1982). The enjoyment aspect of learning language through song is
directly related to affective factors.
Schoepp (2001) defends that Cognitive
Reasons Songs also present opportunities for developing automaticity which is
the main cognitive reason for using songs in the classroom. This author quotes
Gatbonton and Segalowitz (cited by Schoepp, 2001) who define automaticity as a
component of language fluency which involves both knowing what to say and
producing language rapidly without pauses.
For Schoepp (2001) using songs can
help automatize the language development process. Traditionally, it was
believed that automatization would occur through repetitive exercises in a
non-communicative environment. However, the major shift towards the communicative
teaching methodology requires that automatization occurs in a different manner.
For this to happen, teachers place students in an environment in which it is
appropriate to use target utterances in a genuinely communicative fashion,
Gatbonton and Segalowitz (1988).
The nature of songs is fairly
repetitive and consistent (Schoepp, 2001). According to Ur (1984, P.65) “ there
are two periods of pleasurable listening in a typical song-learning process in
the foreign language classroom: the beginning, when students hear the song for
the first time and try to catch as many of the lyrics as they can; and the end:
when they know the song well”.
And for Linguistic Reasons Schoepp
(2001) states:
Besides automatization, there is also
a linguistic reason for using songs in the classroom. Some songs are excellent
examples of colloquial English, that is, the language of informal conversation.
A song such as "My Best Was Never Good Enough" by Bruce Springsteen
is a prime example of a song that demonstrates colloquial language use. This
song is full of phrases like "Every cloud has a silver lining." and
"Every dog has his day." Of course, the majority of language most ESL
students will encounter is in fact informal. Using songs can prepare students for
the genuine language they will be faced with.
Schoepp (2001) mentions two studies,
Domoney and Harris (1993) and Little (1983). These two authors investigated the
prevalence of pop music in the lives of EFL students. Both studies found that
music is often the major source of English outside of the classroom. The
exposure to authentic English is an important factor in promoting language
learning. It relates directly to both the affective filter and automaticity. If
students are exposed to songs which they enjoy, more learning is likely to
occur since they may seek out the music outside of the classroom. The
repetitive style of songs then helps promote automatization of colloquial
language.
Before concluding this chapter,
Schoepp (2001) gives conclusions that fit what we have been discussing in this
work, the benefits and interesting elements lyrics bring for language
instruction, and these benefits go beyond any negative effects. At the end
learners, teachers and language teaching obtain better results from authentic
materials like lyrics.
In what Schoepp published we found
that Rosová suggested several activities to enhance the EFL students’ listening
and speaking skills. The following activities are some of what EFL teachers can
do with songs in the classroom to teach listening and speaking:
• Listen
to the song
• Sing
the song
• Sing
without listening to any recording
• Perform
songs
• Talk
about the music
• Talk
about the lyrics
• Talk
about the singer / group
• Do
interviews
• Practice
pronunciation, intonation and stress
• Do
choral repetition
• Use
music as background for role play
For Schoepp (2001) the three
theoretical reasons he mentions in his article are all intertwined and help
demonstrate the value of using songs in the classroom. The next step in the
procedure is to successfully integrate the songs into a language lesson.
Internets, access to music, lyrics, and activities have been simplified, which
makes it easy for the teacher to effectively use songs in the classroom.
CHAPTER 3
METHODOLOGY
This
monograph has a compilatory approach, presenting and analyzing the different
studied sources and its findings. Part one: Lyrics in music as a (LAD) Learning
Activator Device. Part two: The Song Stuck in My Head Phenomenon, validating
lyrics as a teaching tool for learning a foreign language. Part three: Lyrics
as an authentic teaching resource to enhance listening skills to adult
learners. Songs have unique advantage for the practice of listening
comprehension because of their meaningful context, appealing “package”, and
topics of broad human interests, Claerr and Gargan (1984).
Learning a new language might imply
many aspects, music is an authentic material bringing a lot of good elements to
learners, this can help teachers use innovative and helpful resources to help
students learn and improve their teaching approaches for good. There are two
periods of pleasurable listening in a typical song-learning process in the
foreign language classroom: the beginning, when students hear the song for the
first time and try to catch as many of the lyrics as they can; and the end,
when they know the song well, Ur (1984).
Research
Approach
This
monograph work followed the “Bilingualism in Distance Education through
technology” research line stablished by the Universidad Nacional Abierta y a
Distancia. The objective of this investigation line is to guide to a reflection
and review of teaching-learning processes of foreign languages of all the
models, face-to-face, distance, and virtual education, through information
technology. (Lineamientos para los trabajos de grado ECEDU).
This
specific line was selected because it deals with teaching-learning processes
for foreign languages and also the development and implementation of didactic
material for language learning processes. As already said, this monograph aims
to compile literature for the analysis of how the use of lyrics affects in a
positive way the learning process of a language. This monograph, complied
information supporting the lyrics in songs as useful resources for language teaching,
they can be used as part of learning curriculums, by the students in and
outside the classroom helping they enhance their skills for the new language
they are learning.
“Like
language, music is a human universal involving perceptually discrete elements
organized into hierarchically structured sequences. Music and language can thus
serve as foils for each other in the study of brain mechanisms underlying
complex sound processing, and comparative research can provide novel insights
into the functional and neural architecture of both domains” (Patel, 2003:
674).
The
authors referenced here support lyrics as teaching tools and they explain how
this can solve many situations during the teaching period, teachers and
students could use these materials in many ways in class and the information
provided by these authentic materials are ended suitable for teaching a foreign
language. Candlin (1992) says: To be
sure, songs have a place in the classroom for helping create that friendly and
co-operative atmosphere so important for language learning, but they can offer
much more. They offer insights into the culture and especially the stories and
myths of different societies, providing a window into the frames of reference
and values of the peoples whose language we are learning.
CHAPTER 4
DISCUSSION
This
work has brought interesting information and theoretical sources supporting the
benefits of using lyrics in language teaching, these benefits are equal to
students and teachers, lyrics provide many elements such as the listening
input, vocabulary used in daily life, pronunciation and emotions expressed by
the concepts and ideas related by the lyrics. As early as Bartle (1962),
Richards (1969) or Jolly (1975), using lyrics it is not new, many teachers have
used them as part of their didactical tools and strategies, the importance here
is that this compilation of information has provided different theories
supporting why these type of resources need to be understood and intelligently
used to help training student learn and be fluent in a new language. For Leith
(1979) there is probably not a better nor quicker way to teach phonetics than
with songs. Phonetics instruction is one good use to which songs can be put
even in beginning classes.
CHAPTER 6
CONCLUSIONS AND SUGESTIONS
Thanks
to the authors and their teachings, we can conclude that lyrics can play an
interesting role in foreign languages instruction and learning, lyrics are not
the only resource, there are many other tools that teachers can use to help
learners achieve their goal of be fluent users of a foreign language, teachers
can discover and understand the benefits of using these resources to change and
improve the way they teach and motivate their learners.
Learners
can learn the way they can use resources like lyrics to find strategies to
motivate themselves and develop their own learning strategies.
There
are two periods of pleasurable listening in a typical song-learning process in
the foreign language classroom: the beginning, when students hear the song for
the first time and try to catch as many of the lyrics as they can; and the end,
when they know the song well, Ur (1984).
It
is recommended that these authentic materials that are not designed as teaching
materials, must be used in ways that they can help learners use them improving
skills such as listening, vocabulary, speaking and cultural knowledge, making
them understand that lyrics are not academic texts and there are other
resources that can bring more academic approaches of the target language and
lyrics are another interesting and useful way to help them learn and be fluent
users of a foreign language.
Rosová
(2007) says that: Songs can be very helpful as far as learning pronunciation is
concerned. They provide the authentic language with all its traps (such as
connected speech, different pronunciation of the same sound, or difficult
pronunciation of some words) laid for learners, who should be exposed to it as
much as possible to strengthen their ability to understand it.
REFERENCES
Arias, R.,
Duque, A., & Mitchell, Y. (1996). Efectividad del empleo de los materiales
auténticos en el proceso de adquisición de una lengua extranjera. Íkala, 1(1), 125-153.
Arleo, A: (2000). Music, song
and foreign language teaching. Les Cahiers de l’APLIUT, 19.
Ashtiani, F. &
Zafarghandi A. (2015). The effect of singing on connected speech. Canada: GRIN
Velag.
Bancroft, W. (1978). The
Lozanov Method and Its American Adaptations. The Modern Language Journal,
62(4), 167-175. http://dx.doi.org/10.2307/324351
Barber, E. J. (1983).
Language acquisition and applied linguistic. ADFL Bulletin 12, 26. 32.
Bartle, G. (1962). Music in
the language classroom. Canadian Modern Language Review, 11-14.
Bedford, D. (1985).
Spontaneous playback of the second language: descriptive study. Foreign
Language Annals 18, 279-287.
Bechtold, J. (1983). Musical
ESL. TESL Talk, 14, 180-184.
British Council. (2008).
Language Acquisition Device, Teaching English. United Kingdom: BBC world
Sevice. Retrieved from:
https://www.teachingenglish.org.uk/article/language-acquisition-device
Candlin, C. (1992). Preface
in Griffee, D. Songs in Action: Classroom Techniques and Resources. New York:
Prentice Hall.
Cárdenas, M. L. (2000).
Helping students develop listening comprehension. PROFILE, 1, 8-16.
Carrier, M. (2000). Teaching
language with music. Retrieve from: http://gs.fanshawec.on.ca/tlwm/
Cheung, C. K. (2001). The use
of popular culture as a stimulus to motivate secondary students’ English
learning in Hong Kong. ELT Journal, 55(1), 55-61.
http://dx.doi.org/10.1093/elt/55.1.55
Claerr, T., Gargan, R.
(1984). The Role of songs in the foreign language classroom. OMALTA Journal,
28-32.
Coromina, I. S. (1993). An original
approach to the teaching of songs in classrooms. English teaching Forum
Journal, 31(3), 27-28.
Crookes, G., & Schmidt,
R.W. (1991). Motivation: Reopening the research agenda. Language Learning, 41,
469-512. Crystal, D. (2008). Dictionary of linguistics and phonetics (6thed.).
Oxford: Blackwell.
De Guerrero, M. (1987). The
Din Phenomenon: Mental Rehearsal in the Second Language. Retrieved from:
https://eric.ed.gov/?id=EJ364947
Deutsch, D. (1991). The
tritone paradox: an influence of language on music perception. Music
Perception, 8, 335-347. Developing pronunciation through songs. (2006).
Published on http://www.teachingenglish.org.uk, retrieved from
http://www.teachingenglish.org.uk/articles/developing-pronunciation-through-songs
Domoney, L. & Harris, S.
(1993). Justified and ancient: Pop music in EFL classrooms. ELT Journal, 47,
234-241.
Dubin, F., & Olshtain, E.
(1977). Facilitating language learning. United States: McGraw-Hill.
Eken, D. (1996). Ideas for
using songs in the English language classroom. English teaching Forum Journal,
34(1), 46-47.
Fonseca Mora, C. (2000).
Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152.
http://dx.doi.org/10.1093/elt/54.2.146
Foster, M. (1993). Suivez le
rhythm.. Le Fran ç aisdans le Monde,
261, 58-63
Futonge, K. (2005). Using
English Videos and Music in EFL, ESL Classrooms. ESL Magazine: Read &
Publish ESL articles.
García-Sáez, S. (1984). The
use of song in class as an important stimulus in the learning of a language
(Eric Document Reproduction No. ED 240 872. Southwest Conference on the
Teaching of Foreign Languages, Colorado Springs, CO, March 1-3.)
Gatbonton, E. &
Segalowitz, N. (1988). Creative automatization: Principles for promoting
fluency within a communicative framework. TESOL Quarterly, 22, 473-492.
Gatti-Taylor, M. (1980).
Songs as linguistic and cultural tesource in the intermediate Italian class.
Foreign Language Annals, 13(6), 465-469.
Gugliemino, L. M. (1986). The
affective edge: Using songs and music in ESL instruction. Adult Literacy and
Basic Education, 10, 19
Griffe, D. T. (1992). Songs
in Action. United States: Prentice Hall International.
Guerrero,
M. (1999). La integración de la audición y la lectura en inglés para la
especialidad de economía. Retrieved from: http://www.ilustrados.com/tema/3560/integracion-audicion-lectura-Ingles-para-especialidad.html
Gordon, E. (1993). Primary
measures of music audition: Test manual. Chicago: GIA Publication.
Horn, C. (2007). English
Second Language Learners: Using Music to Enhance the Listening Abilities of
Grade Ones. South Africa: Univesity of South Africa.
Hornby, A. S. (1990). Oxford
Advanced Learner’s Dictionary of Current English. Oxford: Oxford University
Press.
Huy Le, M. (1999). The Role
of Music in Second Language Learning: A Vietnamese Perspective. Paper presented
at Combined 1999 Conference of the Australian Association for Research in
Education and the New Zealand Association for Research in Education: LE99034.
Jolly, Y. S. (1975). The use
of songs in teaching foreign languages. The Modern Language, 59(1-2), 11-14.
Kanel, K. (2000). Songs in
Language Teaching: Theory and Practice (Conference on Language Teaching &
Learning and Educational Materials Expo, 69-75). Presented at The Proceedings
of the JALT (Japan Association for Language Teaching) 25th Annual International
Krashen, S. D. (1983).
Principles and practices in second language acquisition. Oxford, England:
Pergamon Press.
Krashen, S. (1994). The
pleasure hypothesis. Washington, DC: Georgetown University Press.
Kraus, N.,
&Chandrasekaran, B. (2010). Music training for the development of auditory
skills. Nature Reviews Neuroscience, 11 (8), 599-605.
Leith, W. (1979). Advanced
French Conversation through Popular Music. The French Review, 52(4), 537-551.
Lems, K. (1996). Music across
the ESL curriculum. (Speeches/Conference 150). Retrieved from Educational
Resources Information Center: https://eric.ed.gov/?id=ED396524
Little, J. (1983). Pop and
rock music in the ESL classroom. TESL Talk, 14, 40-44.
Lopera, S. (2003).Useful
ideas when taking songs to a class. Íkala, 8(14), 135-149.
Loewy, J. (1995). The Musical
Stages of Speech: A Developmental Model of Pre-verbal Sound Making. Music
Therapy, 13(1), 47-73.
McDonough, J. & Shaw, C. (2003). Materials
and Methods in ELT. A Teacher’s Guide. Malden: Blackwell.
Medina, S. (1990). The
effects of music upon second language vocabulary acquisition. Paper presented at the TESOL conference. San
Francisco, CA. ED352834
Ministerio
de Educación Nacional. Programa Nacional de bilingüismo. Retrieved from:
http://www.colombiaaprende.edu.co/html/productos/1685/article-158720.html
Milington, N.T (2011). Using
Songs Effectively to Teach English to Young Learners. Language Education in
Asia, 2(1), 134-141.
Monreal, M. E. (1982). How I
use songs. English Teaching Forum, 20, 44-45.
Moreno, S., Marques, C.,
Santos, A., Santos, M., Castro, S., &Besson, M. (2009). Musical training
influences linguistic abilities in 8-year-old children: more evidence for brain
plasticity. Cerebral Cortex, 19 (3), 712-723.
Murphy, T. (1990). The Song
Stuck in My Head Phenomenon: A Melodic Din in the LAD. Retrieved from:
https://www.researchgate.net/publication/222481214_The_Song_Stuck_in_My_Head_Phenomenon_A_Melodic_Din_in_the_LAD
Murphey, T. (1992). Music and
song. Oxford, England: Oxford University Press.
Murphey, T., & Alber, J.
(1985). A Pop Song Register: The Motherese of Adolescents as Affective
Foreigner Talk. TESOL Quarterly, 19(4), 793-795.
http://dx.doi.org/10.2307/3586679
Nagy, W., & Herman, P.
(1987). Breadth and Depth of Vocabulary Knowledge: Implications for Acquisition
and Instruction. In McKeown, M., & M. Curtiss (eds.), The Nature of
Vocabulary Acquisition (pp. 19-35). Hillsdale: Erlbaum Publishers.
Orlova, N. (2003). Helping
Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation
Classes. The Internet TESL Journ
Oxford, R. (1990). Language
Learning Strategies: What Every Teacher Should Know. Boston, Heinle and Heinle.
Richards, J. C. (1969). Songs
in language learning. TESOL Quarterly, 3(2), 161-174.
Rivers, W.M. (1978). A
practical guide to the teaching of English as a second or foreign language.New
York: Oxford University Press.
Rosová, V. (2007). The use of
music in teaching English (Diploma thesis). Masaryk University, Brno, Czech
Republic.
Thain, L.A. (2010). Rhythm,
music, and young learners: A winning combination. In A. M. Stoke (ed.),
Conference Proceedings (pp. 407-416). Tokyo: JALT.
Ur, P. (1984). Teaching
listening comprehension. United Kingdom: Cambridge University Press.
Saricoban, A. & Metin, E.
(1999). Songs, Verse and Games for Teaching Grammar. Retrieved from:
http://iteslj.org/Techniques/Saricoban-Songs.html
Schoepp, K. (2001. The
Internet TESL Journal, Vol. VII. Retrieved from: http://iteslj.org/
Segura, C.,
& Villalba, V. (2005). Las canciones en inglés como medio para promover el
pensamiento crítico en estudiantes de octavo grado.
Willis, J. (1981). Teaching
English through English. United Kingdom: Longman.
About Jaber Alejandro Naranjo Paniagua: Was born in Medellín, Colombia, Bachelor in English as a Second Language from UNAD University, Colombia. Currently, studying a Bachelor degree in Visual Arts and Arts Education at UdeA, Medellín, Colombia. He is also a professional visual Artist, you can see his work at: http://alejonaranjo.wix.com/www#!
Medellín, Colombia, 2018.
Comentarios
Publicar un comentario