Exploiting Songs to Promote Learning Essay Example

have discovered that songs, when the affective filter is weak, can enhance the development of reading, writing, listening, and speaking skills.

Using songs and rhymes can stimulate both hemispheres of the brain in a holistic approach. When students engage with songs and rhymes, it involves collaboration between the left hemisphere (responsible for vocabulary and language structure) and the right hemisphere (involved in rhythm, feelings, mimicry, gestures, sensory-motor skills, etc.), making the learning process more effective. As a result, students quickly learn songs and rhymes.

Songs offer opportunities for developing automaticity, which is the main cognitive reason for using songs in the classroom. According to Gatbonton and Segalowitz (1988, p.473), automaticity involves both knowing what to say and producing language rapidly without pauses. Using songs can help automate the language development process. In the past, it was believed that automatization would occur through repetitive exercises in a non-communicative setting. However, the shift towards communicative teaching methods calls for a different approach to automatization. Gatbonton and Segalowitz (1988, p.476) argue that we need to place students in an environment where it is appropriate to use target utterances in a genuinely communicative manner. Songs are typically repetitive and consistent, making them ideal for focusing on specific language aspects like the present progressive tense. For instance, Rod Stewart's "Sailing" provides ample opportunities for students to practice this tense.

Songs and poems play a significant role in every culture as they provide insight into foreign cultures and satisfy students' natural curiosity. By learning the authentic material, students develop a sense of connection with the foreign culture and language. Additionally, when students come across familiar melodies or similar

rhymes, they are amazed by the parallels between their own culture and the foreign one.

In addition to automation, songs can also be used in the classroom for linguistic purposes. Some songs exemplify colloquial English, which is the language of casual conversation. For instance, Bruce Springsteen's "My Best Was Never Good Enough" includes phrases like "Every cloud has a silver lining" and "Every dog has his day." Informal language is actually the most common form of communication that ESL students will encounter. Hence, incorporating songs into lessons can help familiarize students with authentic language they will encounter in real-life situations.

Using poems, rhymes, chants, and songs can help capture the rhythm of spoken language. Iambic pentameter is a popular rhyme scheme often used in English. Reciting rhymes and poems for intonation practice can be enjoyable and highly effective. By incorporating minimal pairs into rhythmic chants and rhymes, pronunciation instruction becomes more engaging and less repetitive while still being effective.

Types of Songs

Finger play songs involve children's finger movements to enhance their understanding of gestures and nonverbal expressions. These songs also help develop their sensory and motor skills. An example of a finger play song is "Hickory dickory dock".

Counting songs are songs that help children learn numbers and are often associated with using fingers. The majority of these songs teach numbers from one to ten, such as the example "Ten little Indians".

Spelling songs are helpful for practicing the sounds of the English alphabet because the letters often sound different when used in words. This means that students need assistance in learning the specific sound of

each letter. For example, Farmer Brown has a dog.

Action songs focus on linking words with body movements. These songs help children absorb English sounds and rhythms, enhance their sense of rhythm, and provide an opportunity for them to release energy. For instance, the song "If you're happy" is a great example.

Songs for special occasions are ideal for enhancing specific vocabulary and celebrating school events. These songs highlight the cultural element of music. For instance, there is "Black and gold" which can be used for Halloween.

Spirituals are religious songs associated with Christian culture and known for their traditional style. Children enjoy the sound and special rhythm of gospel music, such as the popular spiritual "Kumbaya, my Lord."

Drop-a-word songs are songs that help children improve their concentration by removing words. These songs often use actions in place of the dropped words. The purpose of drop-a-word songs is to encourage children to internalize language (Murphy 1992: 130). An example of a drop-a-word song is "My hat it has three corners".

Role-play songs are a type of song that contextualizes vocabulary and facilitates the transfer from singing to meaningful referents, according to Murphey (1992: 129). These songs leverage children's love for stories and role playing. For example, one such song begins with the lyrics "There was a princess long ago".

Some songs known as "topic songs" help with learning vocabulary related to specific topics like "The days of the week", "The weather", or "The family". An example of a topic song is "Look outside" which belongs to the theme of "The weather".

The EFL Classroom can utilize songs

in various ways. One simple approach is to create Cloze or Fill-In-The-Blank Worksheets. These worksheets involve removing all instances of a specific grammar point from the lyrics. For instance, if the grammar point focuses on adjectives and the lyrics contain the line "I'm so tired," the fill-in-the-blank worksheet would display "I'm so ______." Distribute these worksheets to students and ask them to listen to the song as they fill in the blanks.
Another common activity is to scramble the lyrics. Typically, the lyrics are divided by line, but you have the flexibility to divide them by phrases if you prefer. Team up the students and hand out sets of scrambled lyrics to each team. Then, play the song and challenge the teams to arrange the lines in the correct order.

Act Out The Verb: One way to engage students in a song that uses many verbs is to play the song without lyrics and have the students act out each verb they recognize. This activity can be enjoyable and help create a relaxed atmosphere in the class. Listening for Points: Another approach to introducing a song is to divide the class into two teams and explain that the song contains a specific grammar point that has been studied. Students must raise their hand if they hear that grammar point and, if they correctly identify it, their team earns a point. It is recommended to pause the song during this activity to ensure nothing is missed.

If the selected song does not pertain to a particular grammar point but instead emphasizes a theme, it is acceptable! Begin by playing the song and instruct students

to listen for any elements connected to the theme, such as nouns, verbs, adjectives, etc. These activities can be blended or adjusted in various manners.

You can make an enjoyable and competitive activity by combining Act Out The Verb and Listening for Points. Students are more engaged when there is a competition, regardless of whether or not there is a prize. It's crucial to allocate some time after each activity for the whole class to sing the song together. Your enthusiasm will influence the students' excitement, so be sure to show your own excitement. Singing the song after these games will give students a sense of accomplishment as they have just learned genuine material and can take pride in their achievements!

In conclusion, songs and rhymes play a crucial role in teaching English as a foreign language by aiding in the language acquisition process for young learners. These songs and rhymes not only encompass important teaching principles like a holistic, monolingual, and contextual approach but also bring an aspect of fun, activity, and motivation. Moreover, these songs and rhymes inadvertently expose learners to aspects of the foreign culture that they perceive as valuable additions to their own lives. English teachers have a wide range of songs and rhymes to choose from, each with its own distinct characteristics and actions. It is vital for teachers to compile a collection of useful songs and rhymes for reference. As experienced EFL teachers, we have observed that young learners exhibit a strong affinity for English songs and rhymes. Therefore, it is essential for us to recognize this significant advantage and incorporate songs and rhymes as an integral

part of our lessons.