In the following term paper, the benefit of the use of songs to improve oral skills will be researched. The following term paper is divided into theory, didactic implementation, discussion and conclusion. The goal is to research how the use of songs can be beneficiary in the primary classroom and find out how to implement this into the lessons.
According to the Lehrplan (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008) primary school forms the basis for a lifelong language learning and enables the acquisition of multilingualism. It further develops a student’s ability to act in their worlds of linguistic and cultural diversity and to deal with the diversity of cultures inside and outside their own country. To facilitate these abilities in the best way for students, many different techniques and models are used in school. One of them is the use of songs.
Table of Contents
1.Introduction
2 Theory
2.1 Oral skills
2.2 Language acquisition
2.3 Behaviorism
2.4 Task-based learning
2.5 Authentic material
2.6 Songs as authentic material
2.7 Oral skills and songs
3. Didactic Implementation of songs to foster oral skills
4 Discussion
5 Conclusion
6 Works cited
Objectives and Topics
This paper explores the efficacy of using authentic songs to enhance the oral proficiency of primary school students in English language lessons. It investigates how musical integration, combined with structured didactic methodologies, can support language acquisition and increase student engagement in the classroom.
- Theoretical foundations of oral language acquisition and behaviorism.
- Application of Task-Based Learning (TBL) in elementary education.
- Evaluation of authentic materials, specifically songs, as pedagogical tools.
- Practical didactic implementation strategies for the primary classroom.
- Discussion on balancing creative activities with linguistic development.
Excerpt from the Book
2.6 Songs as authentic material
An English song that was not written for teaching purposes allows teachers to use it as an authentic material. As already written in the previous subchapter, a material is authentic if it was written for real-life communicative purposes. Songs offer a variety of benefits. Playful musical elements play a supporting role in language learning in elementary school. Songs and rhymes address children on different levels of meaning. Text and movement are linked together in action songs, which makes it easier to memorize. (Elsner, p.130) The use of songs in class offers a lot of opportunities.
According to Orlova some of the advantages are that with listening and singing to songs, students practise the rhythm, stress, and the intonation patterns of the English language. Also, songs cover a wide range of different topics, from animals to countries, etc. There are many different songs. Those offer numerous vocabularies, which are thought to the students. The different tenses in songs provide a great way to teach grammar. Also, songs are especially favoured by teachers while they investigate the use of tenses. The use of songs offers a great opportunity to improve listening comprehension with material that students are interested in. For the purpose of developing writing skills, a song can be used in a variety of ways, for example, speculating what could happen to the story in the future, writing a letter to the main character, etc. Another aspect is that songs contain repetitions which enable non-tedious repetitions for teachers and students. Most times, students enjoy listening to the song more than once or twice. Furthermore, with songs, children learn how language can be used in a creative form.
Summary of Chapters
1.Introduction: This chapter outlines the importance of early English education in North Rhine-Westphalia and establishes the research goal of utilizing songs to improve students' oral skills.
2 Theory: This section provides the theoretical framework, covering oral skill development, language acquisition models, behaviorism, task-based learning, and the role of authentic materials.
3. Didactic Implementation of songs to foster oral skills: This chapter presents a concrete lesson plan centered on an English song to demonstrate how to integrate authentic materials into a classroom setting.
4 Discussion: The author evaluates the practical application of the lesson plan, addressing potential challenges such as student motivation, age-appropriateness, and the necessity of balanced teaching techniques.
5 Conclusion: The paper summarizes that while songs are powerful tools for fostering oral proficiency, their success depends entirely on thoughtful implementation and teacher guidance.
6 Works cited: This section lists all academic sources and literature used to support the research presented in the paper.
Keywords
Oral skills, Language acquisition, Behaviorism, Task-based learning, Authentic material, Primary school, English lessons, Songs, Classroom activities, Pronunciation, Vocabulary, Didactic implementation, Intercultural learning, Student motivation, Lesson planning.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how authentic English songs can be effectively utilized to improve the oral skills of students in primary school classrooms.
What are the primary theoretical themes discussed?
The study explores language acquisition processes, the behaviorist approach to learning, task-based learning frameworks, and the pedagogical value of authentic materials.
What is the main objective of the author?
The goal is to determine how songs can benefit primary students and to provide a practical guide on how to implement them into lessons effectively.
Which scientific methodology is primarily applied?
The paper uses a descriptive and analytical approach, synthesizing linguistic theory with practical didactic lesson planning based on existing frameworks like TBL.
What content is covered in the main section of the paper?
The main part details the theoretical background of oral skill development followed by a specific, step-by-step example of a song-based lesson plan for zoo animals.
Which keywords best describe this research?
Key terms include oral skills, authentic material, primary school education, language acquisition, and didactic implementation.
Why does the author advocate for the use of flashcards alongside songs?
Flashcards help bridge the gap between abstract audio input and concrete meaning, providing visual anchors that help students acquire and retain new vocabulary before engaging with the song.
How does the author address the challenge of keeping students focused during song-based activities?
The author suggests using songs as part of a balanced lesson structure that includes pre-task preparation, active singing with gestures, and post-task creative work to maintain concentration.
What role does the 'Lehrplan' play in this study?
The 'Lehrplan' (curriculum) serves as the legal and pedagogical justification for the use of authentic materials and the promotion of multilingualism in primary schools.
- Arbeit zitieren
- Anonym (Autor:in), 2020, English as a first language in primary school. The use of songs to improve oral skills, München, GRIN Verlag, https://www.hausarbeiten.de/document/999156
