Abstract
Music has been used for the ESL/EFL class for decades. This is mainly due to the fact that songs from English speaking countries are a worldwide predominant cultural fact. One can even go so far as to state that English became the lingua franca on account of the major influences this medium has had on cultures around the globe up to date. With a humongous variety of youth oriented – and most notably, youth accepted – songs in the target language, it is patently obvious that this material is most suitable, practical and applicable for the integration of literacy skills in the classroom. After all, infants learn to sing before they speak and it appears that this natural propensity is maintained over a long period, considering the fact that most youngsters spend more time with American music than with anything else. This poses two questions; can music enhance the acquisition of a second language in general and the student’s reading, writing, speaking and listening abilities in particular? In this essay, I will commence with the establishment of a connection between these literacy skills and music. In the process, I will then try to shed some light on various linguistic hypotheses that can serve to be used as a scientific basis for the song oriented approach, enhance my attempt using examples and conclude with some assorted practical applications.
Table of Contents
1 Abstract
2 Skills Integration
3 The natural approach
3.1 The natural input
3.2 The affective filter
3.3 The monitor model
3.4 I-plus-one
4 The neglected skill
5 More than words
5.1 The necessity of metaphor
6 Epilogue
7 References
Objectives and Topics
This essay explores the potential of incorporating music into ESL/EFL classrooms to enhance the acquisition of literacy skills, arguing that songs serve as a highly effective, culturally relevant pedagogical tool that bridges the gap between learner experiences and formal language acquisition.
- The integration of reading, writing, listening, and speaking skills through musical material.
- Application of Krashen’s "Natural Approach" and the "Monitor Model" to song-based learning.
- The role of the "Affective Filter" and how music lowers anxiety to facilitate acquisition.
- Utilizing the "I-plus-one" formula through question/answer song formats.
- The importance of metaphor in language and its contribution to personalizing the learning experience.
Excerpt from the Book
3.1 The natural input
Given the fact that each side of the brain represents different modes of thinking, natural input is achieved differently by each individual learner. Krashen uses the concept of right brain and left brain thinking to illustrate his point. A right brain student will respond well to illustrated instructions and rely heavily on images in thinking or remembering while the left brain dominant individual is more verbally oriented and objective. S/he relies on language in thinking and tends to be analytical in his/her reading. Among the features of the right brain dominant personalities are preferences to drawings, freedom in expressing emotions and use of metaphors whereas the left brain learner rarely uses metaphor (cf. Krashen, 1983: 96). EFL/ESL students represent that diversity. Nevertheless, psychologist James J.Asher presents a strong case arguing that “no genuine learning can happen until there is a switch from the left to the right brain.” (Asher, 2000: 136). In other words, there must be images for the mental representation of a word in order to retain and use it. Music accomplishes this demand by using both brain hemispheres and pooling these forces. When coupled with a visual image, music can become an even more powerful learning tool. That is why MTV, by dramatizing contemporary songs, has been such a success as a medium reaching youth culture. With today’s internet resources, this can easily be used in the EFL/ESL classroom and even with a negative message (think of certain hip-hop lyrics), the song affects and the input always sticks.
Chapter Summaries
1 Abstract: Provides an overview of how music serves as a predominant cultural factor and suggests its suitability for integrating literacy skills in language classrooms.
2 Skills Integration: Discusses the necessity of teaching literacy skills in an interrelated, non-isolated manner to foster intercultural communicative competence.
3 The natural approach: Examines Krashen’s hypothesis that language is best acquired by understanding messages, highlighting how music facilitates this process.
3.1 The natural input: Explores how music engages both brain hemispheres to create strong visual and mental representations of language.
3.2 The affective filter: Explains how emotional states and attitudes act as filters in language acquisition and how music can help lower these barriers.
3.3 The monitor model: Analyzes the role of conscious knowledge in language production and how emotional connection to music assists in using language "by feel."
3.4 I-plus-one: Defines the input hypothesis formula and demonstrates how the structure of question/answer songs supports this learning level.
4 The neglected skill: Addresses the underuse of songs in writing pedagogy and suggests activities like cloze exercises to remedy this.
5 More than words: Introduces the concept of polyvalence in literature and song, suggesting that meaning potential is essential for effective learning.
5.1 The necessity of metaphor: Discusses how metaphorical language in songs allows for the sharing of personal, emotionally charged experiences in the classroom.
6 Epilogue: Concludes the paper by summarizing the importance of rehearsal through melody and rhythm for long-term memory retention.
7 References: Lists the academic literature and resources consulted throughout the essay.
Keywords
Language Acquisition, ESL/EFL, Music in Classroom, Literacy Skills, Natural Approach, Affective Filter, Monitor Model, I-plus-one, Polyvalence, Metaphor, Language Pedagogy, Comprehensible Input, Song-based Learning, Brain Hemispheres, Communicative Competence.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the pedagogical value of using English-language music in ESL/EFL classrooms to support the integrated development of reading, writing, speaking, and listening skills.
What are the central thematic fields covered?
The central fields include language acquisition theory, specifically Stephen Krashen's hypotheses, the role of cognitive processing in learning, and the practical application of creative song-based exercises.
What is the core objective of the research?
The primary objective is to demonstrate that music is a powerful medium for language learning because it taps into natural human propensities, enhances emotional engagement, and lowers the psychological barriers to acquisition.
Which scientific methods or frameworks are applied?
The author applies established linguistic frameworks such as the "Natural Approach," the "Monitor Model," and the concept of "Polyvalence" to provide a scientific foundation for using songs as teaching materials.
What topics are discussed in the main body?
The main body covers the integration of literacy skills, the brain's processing of input, the function of the "affective filter" in learning, and the specific utility of question/answer song formats for the "I-plus-one" acquisition level.
Which keywords best describe the work?
Key terms include Language Acquisition, Affective Filter, Natural Approach, Literacy Skills, Polyvalence, and Metaphor.
How does the author explain the success of song-based learning?
The author argues that songs utilize both brain hemispheres and create mental images that make language "stick," while also lowering the "affective filter" through positive orientation and reduced anxiety.
Why is the "question/answer" song structure highlighted?
It is highlighted because it effectively implements the "I-plus-one" formula, where the chorus acts as a hook and provides structured, comprehensible input just beyond the student's current proficiency level.
What role does "metaphor" play in the author's argument?
Metaphor is presented as essential for creating "meaning potential," allowing students to connect the target language to their own unique, personal, and emotionally charged experiences.
What is the significance of the "earworm-symptom" mentioned?
It illustrates the pedagogical benefit of rehearsal; by adding rhythm and melody to language chunks, the content is more easily transferred into the learner's long-term memory.
- Quote paper
- Richard Grünert (Author), 2009, Teaching English through songs, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/154458
