Learning English Through Poems And Songs LINK
Putting an anthology of poems, rhymes and songs together is a pleasurable activity and encourages sustained shared thinking. It might simply be a collection of family favourites or poems on specific themes linked to interests or the curriculum, or of cultural or personal significance. Children can illustrate their chosen poem and talk about why it was chosen. The poems could be recorded to create an audio collection for the children to listen to independently, perhaps whilst looking at poems and the illustrations. Children could take these recordings home to share and enjoy with family members.
Learning English through Poems and Songs
Provide experiences of hearing and joining in with nursery rhymes and songs with strong beats and memorable refrains. Make up jingles relating to everyday experiences, observations and routines, and chant them together. Provide the foundations for learning around poetry by modelling having fun with language, playing with sounds, and innovating familiar rhymes for amusement and purpose.
If you have built in regular opportunities for the children to hear poetry read aloud, they will soon pick up the patterns of sound in the language, enjoy moving their bodies to the rhythm of the poems, and express a steady beat or create sound effects through body percussion. Provide tuned and percussion instruments so that the children can explore performing alongside the poem read aloud, creating sounds, movement and gestures resonant of the repeated phonemes in the words.
I think teaching English as a second language using music and songs is a very practical way to make both teaching and learning successful. It creates a relaxed atmosphere and provides a break from classroom routine.
Responses to the album have informed the overall reception to The Road Goes Ever On as a musical piece, especially given its status as the only commercially released recording of the songs. "Swann's song cycle", said the Tolkien scholar David Bratman, "has never gotten quite the attention it deserves, partly because its one recording is in a reserved, fastidious style."[62] Swann continued to stage performances of The Road Goes Ever On from time to time throughout the remainder of his career, and Tolkien scholars have evaluated his later performances by comparison to the 1967 recording as a benchmark. Bratman preferred Swann's later live performances for their livelier mood and more sophisticated arrangements.[62] At least one other recording of a performance by Swann exists: a 1993 live performance, privately distributed on cassette as a bootleg, featuring Swann on lead vocals supported by a choir.[i] William Phemister found the 1993 recording "generally faster and freer" than the 1967 album, though he said "comparison of the two recordings shows that any of these tempi work well."[63]
This is a good place to start before students create their own poems. Ask students for poem ideas and then choose one of those ideas for the poem. Have students brainstorm all the words they can think of that are associated with the topic of the poem. If learning a new form, work with the class to figure out how to use that form with the suggested words. Little by little, the poem will be created. You may want to help the students review their poem and make any changes to improve it. For example, the students may want be able to find more descriptive words than the original suggestions. Once the students have done a couple of group poems they will be ready to create poems in pairs or on their own. (This strategy can be use with all of the forms listed in this article.)
Lindsay has been teaching high school English in the burbs of Chicago for 18 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.
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Lyrical repetition is a key part of many types of music and is most common in rap, R&B, and pop music. Listening to songs with a repetitive pattern is an excellent way to commit new vocabulary to memory. Music has a way of getting stuck in our heads and is more persistent than simply learning new words by rote. When trying to learn new vocabulary, find a song that you like that contains those words and let it get stuck in your head.
The purpose of this research paper is to demonstrate how music can be used in the classroom by describing several methods and providing resources, as well as to demonstrate why music can benefit foreign language learning by reviewing research on the impact of music-related methods on EFL learning and teaching. The researchers relied upon the previous studies and critical and scholarly texts. This study adopts a descriptive study design, which is comprised of a quantitative study in various contexts. The results demonstrated that the complexity found in the foreign language teaching process emerges from the social and cognitive needs of the EFL learners that in most cases are ignored intentionally or unintentionally. Moreover, the process of second language learning comes with a lot of anxiety and peer pressure. Hence, it is concluded that song and music can certainly be considered as one of the useful language learning tools that aid second language teaching without putting a lot of academic pressure on the learners. The implication that can be inferred is that English teachers need to offer a learning environment that is anxiety free and at the same time serves the purpose of learning through fun activities. Songs and music can be proven to be an effective listening activity that has multiple benefits to offer. Particularly in the case of young and elementary learners, music has been used widely to teach important concepts in a fun way by second language teachers.
Music has always been a uniting cultural phenomenon throughout human history. Every cultural practice carries significant information about the respective culture and individuality. Music and songs do not have a single purpose of entertaining; instead they also offer a diverse range of educational functions. It is observed that teaching English as a foreign language to the learners who have a different first language is not merely a simple process of teaching language. The complexity found in the second language teaching process emerges from the social and cognitive needs of the learners that in most cases are ignored intentionally or unintentionally [1, 2]. Moreover, the process of second language learning comes with a lot of anxiety and peer pressure. Hence, English teachers need to offer a learning environment that is anxiety free and at the same time serves the purpose of learning through fun activities [3, 4]. Songs and music can certainly be considered as one of the useful language learning tools that aid second language teaching without putting a lot of academic pressure on the learners.
Songs do not only offer language practice opportunities through repetition but also by developing listening skills, language association and assimilation skills, and phonological skills and provide an easygoing learning atmosphere. Hence, many linguistic features can be recycled through using songs while teaching English. Songs can be diffused into different stages of lessons as warm-ups or fillers to keep the students interested in the lesson [8, 9]. Given the usefulness of the songs, this paper aims to analyse the pedagogical functions of music and songs in teaching English as a second or foreign language. The paper describes the educational functions of music and songs in English teaching by reviewing the researches in the field of learning English as a foreign language (EFL) and teaching English as a foreign language (TEFL).
Moreover, numerous studies have shown results supporting the existence of the positive relationship between multiple intelligences of learners and pedagogy. For example, a study conducted by Baş and Beyhab [21] showed that learners show better achievement of learning objectives when they are taught through teaching processes that incorporate multiple intelligences teaching practices. The researchers took a pretest to conduct a comparison between traditional EFL classrooms and multiple intelligence-supported classrooms. Around fifty students divided into two classes were taught for four weeks using a curriculum designed by researchers. One class was taught by using multiple intelligences incorporated coursework and the other class was taught by using traditional EFL content for lectures. Where the pretest did not show any significant differences, the posttest showed clear differences in the language skills of both classes. The multiple intelligences supported EFL classroom scored 74.6 whereas traditional EFL class scored 60.2 in their posttests. Another major study focusing on the similar relationship between linguistic and musical intelligence was conducted by Khaghaninejad and Hosseini [22]. The study found a positive relationship between musical and linguistic intelligence. The findings revealed that students had a high level of lexicon awareness when taught through music, rhymes, and songs.
Kuśnierek [35] explains that there are two major motives behind using music in English language teaching classes including motives to meet the cognitive needs of the learners as well as to enhance effectiveness. The Krashen Affective Filter Hypothesis (1982) describes these affective factors as an explanation for the differences between the learning abilities of two learners. This is further explained by Saricoban and Metin [36] who have observed that songs can enhance the performance of EFL learners in all four linguistic areas concerned with listening, writing, speaking, and reading. However, to ensure this enhancement, students are required to develop a positive attitude towards the overall learning process. Krashen [34] explains that the presence of a positive attitude towards learning proves the existence of a weak affective filter. Music can aid in creating a positive attitude by offering an easy-going learning atmosphere hence mitigating the affective filter. This impact of music in creating a helpful atmosphere for learning language has been investigated and proved by different other researchers including Griffee [37]; Gardner [38]; Domoney and Harris [39]; and Speh and Ahramjian [40]. Eken [41] has presented the right different motives behind using song and music in EFL classrooms (Figure 1). 041b061a72