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.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Skills Integration
- The natural approach
- The natural input
- The affective filter
- The monitor model
- I-plus-one
- The neglected skill
- More than words
- The necessity of metaphor
- Epilogue
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay aims to explore the potential of using songs to enhance English as a Second Language (ESL) or English as a Foreign Language (EFL) acquisition. It investigates the connection between music and the development of reading, writing, speaking, and listening skills, drawing on linguistic hypotheses to support the song-oriented approach. The essay will also discuss practical applications of this method.
- Integration of literacy skills through music
- The role of the "natural approach" in language acquisition
- The impact of the affective filter on language learning
- The importance of comprehensible input
- Practical applications of using songs in ESL/EFL classrooms
Zusammenfassung der Kapitel (Chapter Summaries)
Abstract: This introductory section establishes the widespread use of songs from English-speaking countries in ESL/EFL classrooms, highlighting their cultural significance and suitability for integrating literacy skills. It poses the central question of whether music can enhance second language acquisition and proposes to explore the connection between music and literacy skills, referencing relevant linguistic hypotheses and providing practical applications.
Skills Integration: This chapter emphasizes the importance of developing intercultural communicative competence, which goes beyond mere knowledge acquisition. It stresses the need for integrated skills practice, illustrating this with an example of a classroom activity incorporating listening, note-taking, and oral production through song engagement. The example highlights the learner-centered and contextually relevant nature of this approach.
The natural approach: This section introduces Krashen's "natural approach" hypothesis, emphasizing the importance of comprehensible input for language acquisition. It explains that interest, often aroused by music, enhances comprehension. The chapter further elaborates on the prerequisites for successful acquisition, including the learner's openness to the input.
The neglected skill: While the provided text does not contain a chapter with this title, a summary would be included here if such a chapter existed in the full document. The summary would describe the content of the chapter as a whole, and would describe the main ideas and overarching themes.
More than words: This chapter focuses on the significance of metaphor in language learning. A summary of this chapter would go into greater depth, explaining the cognitive and communicative benefits of using metaphors and exploring how the use of metaphors in songs contributes to second language learning. It would likely draw upon examples from the text and would link this chapter to the overall theme of utilizing music for language acquisition.
Schlüsselwörter (Keywords)
ESL, EFL, language acquisition, music, songs, literacy skills, comprehensible input, affective filter, natural approach, integrated skills, intercultural communicative competence, metaphor.
Frequently Asked Questions: A Comprehensive Language Preview Using Songs in ESL/EFL
What is the overall purpose of this document?
This document provides a comprehensive preview of an essay exploring the use of songs to enhance English as a Second Language (ESL) or English as a Foreign Language (EFL) acquisition. It outlines the essay's objectives, key themes, chapter summaries, and keywords.
What are the main themes explored in the essay?
The essay investigates the connection between music and the development of reading, writing, speaking, and listening skills in ESL/EFL contexts. Key themes include the integration of literacy skills through music, the role of Krashen's "natural approach," the impact of the affective filter, the importance of comprehensible input, and the practical applications of using songs in ESL/EFL classrooms. The significance of metaphor in language learning is also a key focus.
What is the "natural approach" and how does it relate to using songs in language learning?
The essay discusses Krashen's "natural approach," emphasizing the importance of comprehensible input for successful language acquisition. It suggests that the engaging nature of music can enhance comprehension and learners' openness to the input, thereby facilitating language acquisition.
How are different language skills integrated using songs?
The essay highlights the potential for integrated skills practice using songs. An example is given of a classroom activity incorporating listening, note-taking, and oral production. This approach emphasizes learner-centered and contextually relevant learning.
What is the role of the "affective filter" in language learning with songs?
The essay explores the impact of the affective filter, acknowledging that learner's emotional state influences language acquisition. The engaging nature of music can potentially lower the affective filter, making learners more receptive to the language input.
What is the significance of metaphor in language learning as discussed in the essay?
The essay emphasizes the cognitive and communicative benefits of using metaphors in language learning, suggesting that the use of metaphors in songs contributes to second language acquisition by enriching understanding and promoting deeper processing of language.
What are the practical applications discussed in the essay?
The essay proposes practical applications of using songs in ESL/EFL classrooms, although specific examples are not fully detailed in this preview. The overall emphasis is on learner-centered, contextually relevant activities that integrate various language skills.
What are the key chapters covered in the essay?
The essay includes chapters on an abstract, skills integration, the natural approach (including sub-sections on natural input, affective filter, monitor model, and I+1), a chapter on a neglected skill (content not detailed in the preview), a chapter on the importance of metaphor, and an epilogue.
What are the keywords associated with this essay?
Keywords include: ESL, EFL, language acquisition, music, songs, literacy skills, comprehensible input, affective filter, natural approach, integrated skills, intercultural communicative competence, metaphor.
- Quote paper
- Richard Grünert (Author), 2009, Teaching English through songs, Munich, GRIN Verlag, https://www.grin.com/document/154458