Araştırma Makalesi
Non-native English teachers’ views on the use of music and songs in teaching English as a foreign language to primary school learners
Öz
Teaching English to children through music has gained considerable
attention. The use of songs in the English language classroom has become
a subject that has increasingly drawn more interests. This is because songs
have many values of language. Songs could be particularly effective for
supporting foreign language teaching. Implementing educational songs in
teaching English to young learners can develop students’ pronunciation,
vocabulary and grammar. This study illustrates the situation of teaching
English through songs in the time of Covid-19 pandemic in primary schools
of Kosovo. The aim of this article is to examine current English teachers’
views and perspectives towards the use of music and songs in the language
classroom. The instrument used to obtain data is an interview for primary
school teachers who teach English in different cities of Kosovo. Five
teachers were interviewed to better understand their thoughts towards
music utilization into their language classrooms. Questions were mainly
designed to elicit attitudes of participants related to the research
questions. The results of the study indicate that English teachers have
positive attitudes toward the use of music in language teaching and view
songs as a significant didactic tool that should be employed in EFL classes.
Regarding the utilization of music and songs in the context of Covid 19
pandemic, teachers did not face any difficulties during online learning,
on the contrary the music activities kept the enthusiasm alive and made
learning interesting and fun. However, during face-to-face learning, the
pandemic has affected the employment of songs in the English language
classes as the students have to use hand sanitizers all the time and wear
masks while singing songs. Teachers have also restricted the movement
and group work which might have sought the touching of hands with one
another and so on.
attention. The use of songs in the English language classroom has become
a subject that has increasingly drawn more interests. This is because songs
have many values of language. Songs could be particularly effective for
supporting foreign language teaching. Implementing educational songs in
teaching English to young learners can develop students’ pronunciation,
vocabulary and grammar. This study illustrates the situation of teaching
English through songs in the time of Covid-19 pandemic in primary schools
of Kosovo. The aim of this article is to examine current English teachers’
views and perspectives towards the use of music and songs in the language
classroom. The instrument used to obtain data is an interview for primary
school teachers who teach English in different cities of Kosovo. Five
teachers were interviewed to better understand their thoughts towards
music utilization into their language classrooms. Questions were mainly
designed to elicit attitudes of participants related to the research
questions. The results of the study indicate that English teachers have
positive attitudes toward the use of music in language teaching and view
songs as a significant didactic tool that should be employed in EFL classes.
Regarding the utilization of music and songs in the context of Covid 19
pandemic, teachers did not face any difficulties during online learning,
on the contrary the music activities kept the enthusiasm alive and made
learning interesting and fun. However, during face-to-face learning, the
pandemic has affected the employment of songs in the English language
classes as the students have to use hand sanitizers all the time and wear
masks while singing songs. Teachers have also restricted the movement
and group work which might have sought the touching of hands with one
another and so on.
Anahtar Kelimeler
Music Song English teaching Young learners (YLs) songs foreign language
Kaynakça
- 1. Arévalo, E. (2010). The use of songs as a tool to work on listening and culture in EFL classes. Cuadernos de Lingüística Hispánica, 15, 121–138. https://www.redalyc.org/pdf/3222/322227521008.pdf
- 2. Dolean, D. D. (2016). The effects of teaching songs during foreign language classes on students’ foreign language anxiety. Language Teaching Research, 20(5), 638-653. https://doi.org/10.1177/1362168815606151
- 3. Dolean, D. D., & Dolean, I. (2014). The Impact of Teaching Songs on Foreign Language Classroom Anxiety. Philologica Jassyensia, 10, 513-518.
- 4. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
- 5. Edden, J. (1998). Language and Music in Bearne, Eve. (Ed.) Use of Language Across the Primary Curriculum. Florence, KY, USA: Routledge.
- 6. Engh, D. (2013a). Effective use of music in language-learning: A needs analysis. Humanising Language Teaching, 15(5), 1-9. https://www.academia.edu/8652569/Effective_Use_of_Music_in_Language_Learning_A_Needs_Analysis?auto=download
- 7. Fraenkel, J. R. & Wallen, E. N. (2009). How to Design and Evaluate Research in Education: Seventh Edition. New York: McGraw-Hill.
- 8. Futonge, K. (2005). Using English Videos and Music in EFL, ESL Classrooms. ESL Magazine: Read & Publish ESL articles.
- 9. Johnstone, R. (2002). Addressing ‘the age factor’: Some implications for languages policy. Strasburg, France: Council of Europe.
- 10. Keskin, F. (2011). Using songs as audio materials in teaching Turkish as a foreign language. Turkish Online Journal of Educational Technology, 10(4), 378-383. https://files.eric.ed.gov/fulltext/EJ946647.pdf
- 11. Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 43(1),43-48. http://www.worldscientificnews.com/wp-content/uploads/2015/10/WSN-431-2016-1-55.pdf
- 12. Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36(3), 8-11.
- 13. Lodico, Marguerite G., Spaulding, Dean T & Voegtle, Katherine H. (2005). Methods in Educational Research. US: A willey Imprint.
- 14. Maess, B. & Koelsch. S. Gunter, C. Th. Friederici, D. A. (2001). Musical Syntax is processed in Broca’s Area: An MEG study. Nature Nevroscience, 4(5), 540-545. DOI https://doi.org/10.1038/87502
- 15. McDermott, J. & Hauser, D. M. (2005). The origins of music: Innateness, uniqueness, and evolution. Music Perception, 23(1), 29-59. https://doi.org/10.1525/mp.2005.23.1.29
- 16. Medina, S. L. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages conference, US: San Francisco. https://files.eric.ed.gov/fulltext/ED352834.pdf
- 17. Murphey, T. (1992). Music and song. Oxford: Oxford University Press.
- 18. Pearl, G. (1995). Janacek’s Moravian folk songs: A prosodic analysis. U-Web Students Web Service. http://www.uweb.ucsb.edu/~jpearl/Janacek.html
- 19. Pérez, M. (2013). Songs as a tool to develop listening and speaking skills at a beginners' level. (Master’s thesis, Universidad Veracruzana, Veracruz, Mexico). Retrieved from http://cdigital.uv.mx/bitstream/123456789/34271/1/munozperezingrid.pdf
- 20. Ratnasari, H. (2007). Songs to improve the students’ achievement in pronunciation English words (Master’s thesis, Semarang State University, Semarang, Indonesia). Retrieved from http://lib.unnes.ac.id/1064/1/1980.pdf
- 21. Rusadze, I. (2018). Songs Enhance Students Involvement. Conference: 5th International Research Conference (IRCELT). Kutaisi, Georgia. https://www.researchgate.net/publication/326262723_Songs_Enhance_Students_Involvement
- 22. Saricoban, A. & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal, 6(10), http://iteslj.org/Techniques/Saricoban-Songs.html
- 23. Stansell, J. (2005). The use of music for learning language: A review. University of Illinois at Urbana-Champaign. Retrieved from http://writingthetrueself.com/pdfs/Jon_Stansell_The_Use_of_Music_for_Learning_Languages.pdf
- 24. Tse, A. Y. (2015). Malaysian teachers’ perspectives on using songs in English language teaching. International Journal of Social Science and Humanity, 5(1), 87-89. http://www.ijssh.org/papers/428-H10021.pdf
- 25. Wolfe, D. E., & Noguchi, L. K. (2009). The use of music with young children to improve sustained attention during a vigilance task in the presence of auditory distractions. Journal of Music Therapy, 46(1), 69-82. https://doi.org/10.1093/jmt/46.1.69
Non-native English teachers’ views on the use of music and songs in teaching English as a foreign language to primary school learners
Öz
Teaching English to children through music has gained considerable
attention. The use of songs in the English language classroom has become
a subject that has increasingly drawn more interests. This is because songs
have many values of language. Songs could be particularly effective for
supporting foreign language teaching. Implementing educational songs in
teaching English to young learners can develop students’ pronunciation,
vocabulary and grammar. This study illustrates the situation of teaching
English through songs in the time of Covid-19 pandemic in primary schools
of Kosovo. The aim of this article is to examine current English teachers’
views and perspectives towards the use of music and songs in the language
classroom. The instrument used to obtain data is an interview for primary
school teachers who teach English in different cities of Kosovo. Five
teachers were interviewed to better understand their thoughts towards
music utilization into their language classrooms. Questions were mainly
designed to elicit attitudes of participants related to the research
questions. The results of the study indicate that English teachers have
positive attitudes toward the use of music in language teaching and view
songs as a significant didactic tool that should be employed in EFL classes.
Regarding the utilization of music and songs in the context of Covid 19
pandemic, teachers did not face any difficulties during online learning,
on the contrary the music activities kept the enthusiasm alive and made
learning interesting and fun. However, during face-to-face learning, the
pandemic has affected the employment of songs in the English language
classes as the students have to use hand sanitizers all the time and wear
masks while singing songs. Teachers have also restricted the movement
and group work which might have sought the touching of hands with one
another and so on.
attention. The use of songs in the English language classroom has become
a subject that has increasingly drawn more interests. This is because songs
have many values of language. Songs could be particularly effective for
supporting foreign language teaching. Implementing educational songs in
teaching English to young learners can develop students’ pronunciation,
vocabulary and grammar. This study illustrates the situation of teaching
English through songs in the time of Covid-19 pandemic in primary schools
of Kosovo. The aim of this article is to examine current English teachers’
views and perspectives towards the use of music and songs in the language
classroom. The instrument used to obtain data is an interview for primary
school teachers who teach English in different cities of Kosovo. Five
teachers were interviewed to better understand their thoughts towards
music utilization into their language classrooms. Questions were mainly
designed to elicit attitudes of participants related to the research
questions. The results of the study indicate that English teachers have
positive attitudes toward the use of music in language teaching and view
songs as a significant didactic tool that should be employed in EFL classes.
Regarding the utilization of music and songs in the context of Covid 19
pandemic, teachers did not face any difficulties during online learning,
on the contrary the music activities kept the enthusiasm alive and made
learning interesting and fun. However, during face-to-face learning, the
pandemic has affected the employment of songs in the English language
classes as the students have to use hand sanitizers all the time and wear
masks while singing songs. Teachers have also restricted the movement
and group work which might have sought the touching of hands with one
another and so on.
Anahtar Kelimeler
Music English teaching Young learners (YLs) songs foreign language
Kaynakça
- 1. Arévalo, E. (2010). The use of songs as a tool to work on listening and culture in EFL classes. Cuadernos de Lingüística Hispánica, 15, 121–138. https://www.redalyc.org/pdf/3222/322227521008.pdf
- 2. Dolean, D. D. (2016). The effects of teaching songs during foreign language classes on students’ foreign language anxiety. Language Teaching Research, 20(5), 638-653. https://doi.org/10.1177/1362168815606151
- 3. Dolean, D. D., & Dolean, I. (2014). The Impact of Teaching Songs on Foreign Language Classroom Anxiety. Philologica Jassyensia, 10, 513-518.
- 4. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
- 5. Edden, J. (1998). Language and Music in Bearne, Eve. (Ed.) Use of Language Across the Primary Curriculum. Florence, KY, USA: Routledge.
- 6. Engh, D. (2013a). Effective use of music in language-learning: A needs analysis. Humanising Language Teaching, 15(5), 1-9. https://www.academia.edu/8652569/Effective_Use_of_Music_in_Language_Learning_A_Needs_Analysis?auto=download
- 7. Fraenkel, J. R. & Wallen, E. N. (2009). How to Design and Evaluate Research in Education: Seventh Edition. New York: McGraw-Hill.
- 8. Futonge, K. (2005). Using English Videos and Music in EFL, ESL Classrooms. ESL Magazine: Read & Publish ESL articles.
- 9. Johnstone, R. (2002). Addressing ‘the age factor’: Some implications for languages policy. Strasburg, France: Council of Europe.
- 10. Keskin, F. (2011). Using songs as audio materials in teaching Turkish as a foreign language. Turkish Online Journal of Educational Technology, 10(4), 378-383. https://files.eric.ed.gov/fulltext/EJ946647.pdf
- 11. Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 43(1),43-48. http://www.worldscientificnews.com/wp-content/uploads/2015/10/WSN-431-2016-1-55.pdf
- 12. Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36(3), 8-11.
- 13. Lodico, Marguerite G., Spaulding, Dean T & Voegtle, Katherine H. (2005). Methods in Educational Research. US: A willey Imprint.
- 14. Maess, B. & Koelsch. S. Gunter, C. Th. Friederici, D. A. (2001). Musical Syntax is processed in Broca’s Area: An MEG study. Nature Nevroscience, 4(5), 540-545. DOI https://doi.org/10.1038/87502
- 15. McDermott, J. & Hauser, D. M. (2005). The origins of music: Innateness, uniqueness, and evolution. Music Perception, 23(1), 29-59. https://doi.org/10.1525/mp.2005.23.1.29
- 16. Medina, S. L. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages conference, US: San Francisco. https://files.eric.ed.gov/fulltext/ED352834.pdf
- 17. Murphey, T. (1992). Music and song. Oxford: Oxford University Press.
- 18. Pearl, G. (1995). Janacek’s Moravian folk songs: A prosodic analysis. U-Web Students Web Service. http://www.uweb.ucsb.edu/~jpearl/Janacek.html
- 19. Pérez, M. (2013). Songs as a tool to develop listening and speaking skills at a beginners' level. (Master’s thesis, Universidad Veracruzana, Veracruz, Mexico). Retrieved from http://cdigital.uv.mx/bitstream/123456789/34271/1/munozperezingrid.pdf
- 20. Ratnasari, H. (2007). Songs to improve the students’ achievement in pronunciation English words (Master’s thesis, Semarang State University, Semarang, Indonesia). Retrieved from http://lib.unnes.ac.id/1064/1/1980.pdf
- 21. Rusadze, I. (2018). Songs Enhance Students Involvement. Conference: 5th International Research Conference (IRCELT). Kutaisi, Georgia. https://www.researchgate.net/publication/326262723_Songs_Enhance_Students_Involvement
- 22. Saricoban, A. & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal, 6(10), http://iteslj.org/Techniques/Saricoban-Songs.html
- 23. Stansell, J. (2005). The use of music for learning language: A review. University of Illinois at Urbana-Champaign. Retrieved from http://writingthetrueself.com/pdfs/Jon_Stansell_The_Use_of_Music_for_Learning_Languages.pdf
- 24. Tse, A. Y. (2015). Malaysian teachers’ perspectives on using songs in English language teaching. International Journal of Social Science and Humanity, 5(1), 87-89. http://www.ijssh.org/papers/428-H10021.pdf
- 25. Wolfe, D. E., & Noguchi, L. K. (2009). The use of music with young children to improve sustained attention during a vigilance task in the presence of auditory distractions. Journal of Music Therapy, 46(1), 69-82. https://doi.org/10.1093/jmt/46.1.69
Toplam 25 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Müzik |
| Bölüm | İnterdisipliner Müzik Araştırmaları |
| Yazarlar | |
| Erken Görünüm Tarihi | 31 Aralık 2021 |
| Yayımlanma Tarihi | 31 Aralık 2021 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 9 Sayı: 3 |
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