Motivate students and reinforce the knowledge of english lessons through songs

So EFL, English as a foreign language, ESL,English as a Second language and foreign language teachers should all considerusing songs as a regular part of their classroom activities.. Acc

THANH HOA CITY

THANH HOA DEPARTMENTABLEOFOFCONTENTEDUCATION AND TRAINING CHAPTER I INTRODUCTION

CHAPTER II PROBLEM SOLVING

2.2 Procedures and activities to apply songs in the lesson page 7

2.3 The application of songs in actual classes page 11

TABLE OF CONTENT CHAPTER 1: INTRODUCTION

CHAPTER 2: PROBLEM SOLVING

2.2 Procedures to apply songs in the lesson page 7

2.3 The application of songs in actual classes page 11

CHAPTER 3: CONCLUSION AND RECOMMENDATION

page 21

CHAPTER I: INTRODUCTION 1.1 Rationale

It is undeniable fact that in the era of globalization, English has graduallybecome the lingua franca, one of most important international languages in theworld English so far has been used as the main language in business, scientific,technological, educational and diplomatic areas In this sense, English languageteachers should perceive that English is taught to students not only to passexaminations but also assist them to communicate meaningfully in their dailylife Therefore, teachers should make a great effort to figure out effective ways

to deliver lessons’ goals while motivating students to learn with fun andentertaining ways One of the most efficient methods is that language teacherscan and should use songs as part of their classroom teaching resources Songscontain authentic language, are easily obtainable, provide vocabulary, grammarand cultural aspects and are fun for the students They can provide valuablespeaking, listening and language practice in and out of the classroom Some keyreasons songs can work exceedingly well in the foreign language classroominclude the following:

- Songs almost always contain authentic, natural language This oftencontrasts the contrived, stilted language found in many student texts Ofcourse, songs can also go to the other extreme by using overly crude, foul

or otherwise objectionable language With careful screening, an extensivelibrary of usable songs for language learning can be compiled

- A variety of new vocabulary can be introduced to students through songs.Looking to boost student vocabulary with useful phrases, vocabulary andexpressions? Songs are almost always directed to the native-speakingpopulation so they usually contain contemporary vocabulary, idioms andexpressions

- Songs are usually very easily obtainable Local sources may be availableincluding the students themselves There’s always the internet which canconnect people with songs, and they can find them with ease

- Songs can be selected to suit the needs and interests of the students InEnglish especially, so many songs are available that selection of songswith suitable themes, levels and vocabulary is not at all difficult.Allowances can also be made for complexity or simplicity of language,depending on the students, by selecting and using suitable songs

- Time length is easily controlled Whether teachers have an hour, 30minutes, or only 15 minutes or so, a song can be used in the course of aplanned lesson Use of songs is very flexible

- Students can experience a wide range of accents A good thing aboutsongs is that you can expose the students to many different kinds ofEnglish British English, American English, Australian English are allwidely available through songs Accents too are well represented by songsfrom different regions and in a variety of types and formats Gospel, soul,

R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents,but vocabulary and usage too

- Song lyrics can be used in relating to situations of the world around us.Songs have been used as vehicles of protest for civil rights, workers’rights, even prisoners’ rights along with an untold number of other causes.They’ve expounded on pollution, crime, war and almost every socialtheme or cause We won’t even mention how many songs are about,related to or explore the theme of sex.

- Students think songs are natural and fun Songs create a positiveatmosphere Besides singing, students can dance or play, songs helpsthem to be more active In addition, after a short break or when studentsfeel asleep, singing a song is the best way to motivate them Or ending thelesson, class can sing a song to practice and remember it

These are only some of the many reasons songs are useful in the languagelearning classroom They contain authentic language, are easily obtainable,provide vocabulary, grammar and cultural aspects and are fun for the students.They provide enjoyable speaking, listening, vocabulary and language practiceboth in and out of the classroom So EFL, English as a foreign language, ESL,English as a Second language and foreign language teachers should all considerusing songs as a regular part of their classroom activities Accordingly, I am

concerned and boldly propose the teaching initiative “Motivate students and reinforce the knowledge of English lessons by songs" to help students learn

proactively, perceive knowledge and skills in an exciting and entertaining way

as well as create a lively atmosphere in English lessons

1.2 Objectives

The aim of the study is to explore to what extent the selected audio and/or video

of the selected songs supported with written lyrics influence the acquisition ofvocabulary items and the level of motivation that the use of songs creates Forthe purpose of this study, two eighth grade classes (three lessons each in theafternoon), consisting of students between the ages of 13 and 14, were taught.Based on the theoretical part of the research and the advantages of the songs inthe EFL classes, especially when they are supported with different visual andother aids, the present study seeks to answer the following questions:

Does the use of songs in English language classes influence the level ofmotivation and interest and test results for learning English?

1.3 Sample

The study was carried out among 100 eighth grade (13-14 years of age)

secondary students of Tran Mai Ninh secondary school, in Thanh Hoa city

during the academic year 2017-2018 The participating students learned Englishthree periods per week in the morning and one extra English equivalent to 3periods in the afternoon every week In the afternoon, songs were applied to helpstudents get involved in the lesson

1.4 Methodology

The study is based on the results obtained from three types of tests: pre-test,mid-term test and post-test The tests aimed to get the results of the students’previous knowledge of the words, the knowledge of the vocabulary after onelesson, and the acquired knowledge at the end of the term It is

important to mention that the pre-test was done in the earlier lesson before thelesson when the song was presented, whereas the post-test was done one lessonafter the presentation The post test was done at the end of the term The lessonswere taught by the author of this study.

1.5 Significance of the study

Although there have been numerous research studies on teaching English withthe application of songs, there was no study in the specific context as in TranMai Ninh secondary school The study will be valuable in offering teachers abetter understanding of using songs in the lesson to enhance the students’motivation and test results

CHPATER II PROBLEM SOLVING 2.1 LITERATURE REVIEW

Hornby (1995) first defines a song as a short poem that is set with music andintended to be sung Further, Ratnasari (2007) defines a song as an artwork that

is intended for singing with or without instrumental accompaniments El-Nahhal(2011) sees children’s songs as "music, instruments, tunes and rhymes, and it isnot an ordinary message or ordinary words but according to specific rhymes,repetition and structure” (p.18) Though most of the previous definitions ofresearchers link songs with music, Ratanasari's definition gives a clear indicationthat songs can be used with or without instrumental accompaniments The mainframe of this research study therefore, is to emphasize the use of songs inseparation from musical instruments It considers songs to be words that rhymeperfectly to give a sense of melody that is repeated, as in the use of chants.When primary school students are taught a language other than their mothertongue, they experience anxiety and fear They feel that they are unable tofollow the teacher's instruction in the target language because they senseinsecurity and boredom

Combining the target language with melody can have several advantages inlanguage teaching Songs have the power to reduce anxiety and provide aharmonious classroom Tseng (2012) mentions that in order to create a morerelaxed classroom atmosphere, teachers should use activities like songs todecrease anxiety In addition, Keskin (2011) indicates that one of the mostimportant advantages of using songs in the EFL classroom is that they increasestudents' motivation and save the lesson from being boring and monotonous.Songs convey meaning and tell memorable stories Songs are active, short, andrepetitive and contain vocabulary that enriches a child's linguistic input Shen(2009) also mentions that songs are rich with different topics and expressionsthat will "echo in the learner's heart" (p 88) Fras and Polona (2015) indicatethat songs are a useful tool for adding variety to language classrooms Songs areused to teach vocabulary and grammar along with sounds and stress They alsocan be used in a variety of classroom activities such as listening comprehension,vocabulary and pronunciation practice, translation and discussion Teachersshould be aware of the purpose of using songs inside their classes They are notteaching students how to sing but they are teaching a language Sevik (2012)mentions that teachers should not be carried away by the rhythm of the songsand its enjoyable atmosphere

Using songs without a significant purpose will make students feel bored and losetheir interest eventually Thus, when utilizing songs in EFL classes there arecertain aspects to be considered Keskin (2011), mentions that the age of thestudents, their interests, their language level and the language of the songsshould be taken into account before choosing songs There are plenty ofactivities that could be developed when using songs such as; information gapactivities, finding synonyms and antonyms, learning vocabulary, creatingdiscussion and clarifying doubts about abbreviations or slangs (Perez, 2013).These activities are carried out through three different stages The first stage is

pre listening, in this stage students should be prepared for what they are going tohear and what are they expected to do The second stage is listening activities, inthis stage students control their comprehension skills and focus on listening tothe text They find the answer to the given task for example, filling the gaps,matching, answering multiple choice or open-ended questions about the songs.The last stage is post-listening, here students practice other skills besideslistening At this stage, students may improve their speaking skills by talkingabout how they feel after listening to the songs (Keskin, 2011).

It is proven that students love playing, singing songs, and experiencing Englishwith their senses Therefore, Bourke (2006: 281) asserts that a syllabus foryoung second language learners should be experientially appropriate andcertainly contain songs, rhymes, and chants Similarly, Martin (2000: 69) pointsout that songs and rhymes represent powerful features of primary languageprograms Having this in mind, teachers have to do anything to make theirlearners happy, cheerful, and satisfied Consequently, they need to make sure tochoose songs and activities which are fun but also fit the curriculum and thetheme of their lessons Students learn best when they are exposed to real-lifecontexts (Paul, 1996: 6) This statement is explained by an assertion thatchildren prefer doing things they like doing outside the classroom Teachersneed to have in mind that some children love active participation and physicalmovement while others do not like to be physically involved What also needs to

be taken into consideration is whether or not songs are motivational and provide

an emotional experience This is clarified by the fact that children need to beemotionally involved in the learning process which abounds in play-likeactivities which are likeable and fun, but promote learning Researchers agree(Jolly, 1975: 14; Shin, J.K., 2006) that songs are useful

To recap, songs and rhymes are essential in young learners’ classroom for anumber of reasons First of all, they are children’s favorite language activitieswhich contain repetitive language and set phrases Furthermore, they developlistening comprehension, they teach pronunciation, intonation and stress in anatural way, and teach vocabulary and language structures of the song Inaddition, songs help children build their confidence by allowing them to join in

no matter how good their English is They also build group dynamics Andfinally, if a song appeals to children they usually sing it on their own, outside theclassroom (Roth, 1998: 53) According to Green (in Nelson and Son, 1986) therhythm that verses of a song focus on pronouncing them correctly contain aidsthe development of children’s language fluency, while rhyming words of a songhelp children

Everything that has been said so far can be extended with Sevik’s (2011: 1030) list of the most remarkable characteristics of using songs with younglearners He concluded that:

1029-Listening comprehension is best taught through songs.

Songs represent the strong feature of modern primary language programmes Songs may extend young learners’ attention span.

Songs are great tool for language learning at an early age.

Songs are regarded as an excellent memory tool.

Songs provide a variety of comprehensible input.

Songs create a safe and natural classroom ethos.

Songs are extremely repetitive and result in language fluency.

Songs abound in cultural content.

In addition, songs are beneficial for various reasons in English classes; Griffee (1988) identified the following reasons:

1 Songs and music lower anxiety If they are introduced in the early years of language learning, songs and music tend to create enjoyable, anxiety-free environment.

2 Songs are useful for teaching vocabulary.

3 Songs serve as an excellent listening material.

4 Songs can be used as supplemental texts in the end of the lesson, on special occasions or as an additional component for vocabulary development.

5 Songs and music can be used to support grammar presentation, practice and revision.

6 Songs and music bring various cultures into the classroom

Similarly, Murphy (1992) discusses the benefits of songs, and asserts that songsaid the development of language in young children and influence short- andlong-term memory He adds that songs are short, self-contained texts andrecordings which contain simple, repetitive, conversational language Due totheir joyful nature they provide variety and fun and aid relaxation and groupdynamics Therefore, it can be concluded that by listening to songs in Englishlessons children may benefit in many areas Being repetitive does not mean thatsongs are dull, but instead they offer children opportunity to drill and acquire thelanguage in a fun way Furthermore, songs assist learners in developing theirvocabulary and provide meaningful contexts for teaching vocabulary becausethey deal with relevant topics and include forms and functions that can reinforcecommon themes and structures that are being covered in the language program(Abbott, 2002) In addition, songs are a great opportunity to teach a foreignlanguage culture This cultural element can be found in, for example, children’ssongs, Christmas carols, and counting songs

2.2 Procedures to apply songs in the lesson.

Every teacher may have his/her own way of using songs in his/her lessons Regardless of the way it is taught, the key to successful use of a song is its

application That is to say that the presentation and activities have to suit young learner’s characteristics, their mastery of the language and their interests The suggested, but flexible, procedure is as follows (Brewster et al., 2002):

Set the context.

Use visual aids to introduce new vocabulary.

Play or sing the song to familiarize students with it.

Do further listening activity.

Practice pronunciation (intonation, rhythm and stress).

Encourage students to join in and do actions or mime Repeat the song several times.

Give students written text of the song The text can further be used for multiple activities, such as: gap-fill, listen and sequence, illustrate, match pictures with line, etc Invite students to compare the song with a similar one in their own language.

Sing the song with the whole class.

When using songs, it is of immense importance not to teach the target languagestructures but to let children learn and discover the language on their own Inthis process they need to get the feeling of success The language needs to bepresented at an attainable rate as well as to connect previous words and languagestructures to the ones that will be learned in the near future While doing this a

“Questioning Cycle” (Paul,

1996: 7) occurs The questioning cycle explains how learners process the new language in a song They first recognize the new language forms, and then they want to learn them because they need them for the activity they like So, they try

to understand the words by finding out their meanings After that, they use this new language and connect it with other words from the song In this way

learners develop positive attitude and willingness to learn However, there are stages that need to be followed in order to achieve the learning goal, but also to satisfy intellectual and personal needs of each individual student The first stage

is creating a purpose for listening which in turn can motivate students to

participate in it Therefore, the pre-listening stage plays an important role In thisphase, teachers introduce necessary language points and intrigue learners’

imagination Furthermore, children must not be bored while listening to the song, so they need to have a specific task to do These are while-listening

activities where learners process the information learned in the introductory part

of the lesson Finally, they need to use this information and also increase the educational value of the song In this post-listening stage, the focus is normally

on developing the skills Just as with any listening activity, songs are used

following the three stages Sevik (2012: 13-14), in his recent article, however, suggests pre-teaching activities, while-teaching activities, post-teaching

activities, and follow-up activities The proposed stages, nevertheless, can be used with children for any type of songs As Sevik (ibid.) explained, in order to raise children’s interest, in the introductory part of the lesson, teachers should show visuals related to the vocabulary in the song and ask them to predict the content Then, using visuals accompanied with actions, teachers read and

explain the title of the song Next, teachers ask students to say any words in English that they can associate with the title of the song and write those words

on the board Lastly, teachers use actions and pictures from the young learners’ books to explain the meanings of new words By learning and revising lexical items in advance, children are encouraged to concentrate more on these specific language items while listening to the song The comprehension of the song comes along with while-listening activities At this stage, students are required

to participate actively while they listen to the song However, the song has to be played multiple (at least three to four) times so that students can learn the song

and accompanying movements Children still do not sing, but only do the

actions the teacher and do the actions This stage can be repeated several times

When listening to the song for the first time, children do not do anything except listen to the music and the words

The second time children listen to the song, they watch the teacher

singing and doing the actions

The third time they listen to the song children try to sing along with the recording or the teacher

And finally, while listening to the song the fourth time, children sing along with the recording or

The final stage in the listening process usually leads into communicativeactivities At this point, it is a good idea to prepare activities in which studentscompete, play, or act In order to be able to activate and practice the knowledge

in the lessons that follow, teachers need to prepare appropriate follow-upactivities such as a handout with pictures of the vocabulary from the song andblank spaces for students to write the correct words or a set of flashcards with akey word on each for individuals, pairs, or small groups to listen carefully andpile up the flashcards in the order they hear

Many studies have put forwards procedures to implement a song Generally, there are six steps for making a song the focus of the class

* Listen to the song

That’s it – start things off by just listening It’s important to remember that this

is supposed to be a fun activity; don’t make it too serious or boring As analternative, the teacher can show a video clip, as it will cater to more learners’learning preferences Then the teacher asks learners if they’ve heard it before,and don’t overload them with tasks at this point; simply let them enjoy themusic

* Ask some questions about the title

Here are a couple of examples of the types of questions teachers can ask:

For John Lennon’s wonderful ‘Jealous Guy’:

‘What is a ‘jealous guy’?’

‘What are three things a jealous guy might do?’

‘What kinds of jealousy are there?’

For Queen’s classic ‘We are the champions’:

‘What is a champion?’

‘What kinds of champions are there in the

world?’ ‘What activities have champions?’

Such questions tend to work really well as conversation starters, so group three

or four learners together and then get feedback from each group on theirthoughts If the teacher think it would help, make this the first step, i.e., beforethe initial listening

Alternatively, prior to having listened to the song the teacher can teach a couple

of words and give a simple task for the first listening One of the favouritestrategies is to give three or four words from the song and ask to them to listen

out for the words that rhyme with them The teacher could also brainstorm possible rhymes before listening.

* Listen to the song again, this time with lyrics

This time, the teacher should give learners the chance to read the lyrics to the song At this point the teacher might do one or more of the following activities:

Learners can just read the lyrics while they listen They can possibly highlight unknown words for later discussion

The teacher can make a lyric worksheet as a gap fill; learners fill in the gaps as they listen

The teacher can make cut-out strips of selected missing words and

again make a lyric worksheet as a gap fill; this time learners match the

word strips to the gaps as they listen

* Focus on a particular verb tense or aspect of grammar

Virtually every song centres on a particular verb tense This is too good anopportunity to pass up in terms of uncovering the grammar It is a good idea tostart with questions such as these:

How many examples can you find of the past simple in the

lyrics? Why did the writer of this song choose this verb tense?

This acts as a springboard for discussing the function of a specific tense, as well

as examining its form Furthermore, it often tends to raise awareness ofgrammatical flexibility and ‘poetic licence’ in the construction of song lyrics.Students often expect songs to obey the grammatical rules that have beendrummed into them In a surprisingly large number of cases, this can lead to theenlightening discovery that rules can be broken!

* Focus on vocabulary, idioms and expressions

We’ve noted that many songs bend the rules of grammar It’s also useful tofocus on the creative and artistic use of vocabulary we encounter in lyrics Startwith questions like these (again, for Queen’s classic song ‘We are thechampions’):

What does ‘I’ve paid my dues’ mean?

What does ‘my share of’ mean?

What does ‘I’ve taken my bows’ mean?

Go through the meanings, illustrating with other examples if necessary Songsoften serve as really good contexts for phrases and idioms, but it’s good to makesure that the meaning is clear As with grammar, years of misunderstanding cancome to light in this way!

* Round things off with some creativity

Creativity is an important part of maintaining motivation but it shouldn’t belimited to the teaching approach Depending on the factors highlighted in thefirst part of this post (age, language level, cultural specifics, etc.), teachers mightwant to try finishing things off with an activity that stimulates creative thought.Here are a few examples of things teachers can do to get the creative juicesflowing:

Write another verse of lyrics, maintaining the same mood and style asthe original This can be done individually or in groups These new lyrics