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Learning strategies has a very important role in the human being, especially in teenagers and young adults , since they will stimulate them to reach a sense of achievement, it will also provide self-esteem, help them to live through the emotions, to work hard in order to reach their goals and be successful in life.
Singing helps to acquire the sense of rhythm, it makes easy the memorization process when it has to do with a linguistic element and it generates huge benefits to the students because they learn and makes easier teacher's role, since they will feel motivated to learn more and more. From that has been important for us to develop this topic on how to encourage for the Basic English learning through music, since one of the persistent problems is low motivation and the lack of interest for the subject matter.
This project will be justified by the proposal, because whether the students from secondary school improve their Basic English knowledge and reach an intermediate level, they will not have problems when they continue studying English at the university.
Throughout this project you will see the terms songs and music. They will be used in the same way as in the book songs in action, written by Dale T. Griffe, who defined them as follows: "the word songs refers to pieces of music that have words, especially popular songs which are listened on the radio. By music is meant instrumental music, for example,
symphonic, chamber, easy listening, or solo instrument such as the flute, or guitar.
Here are seven important reasons why using music in the EFL or ESL classroom is a great idea for both EFL teachers and English or other foreign language learners.
â€¢ The Learners Like It
Motivating foreign language learners is a constant concern of teachers worldwide, under a broad range of teaching and learning conditions and environments. One aspect virtually any language learner, of any age or profile, likes is music. Learners are usually quick to talk about their favorite music and musical artists like Miley Cyrus, Jonas Brothers, etc.
â€¢ EFL Teachers Like It
The EFL or ESL teacher has a preference for music as do their learners. So whatever you, as the teacher might like, you can pass on your enthusiasm to your language learners.
â€¢ Music is Often Free
One frequent problem of English and other foreign language classes is finances. Costs and budgets are a sore point in almost every school district, language institute and teaching / learning situation. Music though, is most often freely available in many genres regardless of where you may be living or teaching.
â€¢ There is a Wide Variety of Music Available
A quick search on the internet for "free music", "music broadcasts" or "online radio stations" will yield dozens if not scores or even hundreds of websites where music can be easily acquired.
â€¢ Music Affects the Brain Positively
Long-standing academic and intellectual studies have extensively demonstrated that music has a depth impact and affects the brain. This effect can either be positive or negative depending on its type. With some astute guidance, you could be sure of using music with a positive effect on your English or other foreign language learners, thus, it also gives the opportunity to learn values and make students conscious of what is right or wrong.
â€¢ Music Can Enhance Learning
If you're looking for a way to enhance your EFL learners' experience with language acquisition, music is one aspect that is quickly and easily implemented. Classical music like the works of Mozart, Beethoven, Vivaldi or Chopin and Easy-listening genres of music are well proven to enhance learning, especially in the areas of language and mathematics.
â€¢ Music Motivates and Interests Learners
Ask your learners what they do in their free time and likely one of their responses will include listening to their favorite kinds of music. If you want to "cheer up" a boring classroom, you can use music to do so in a great hurry.
There is a long history of the study of motivation in language learning.
Research results indicate that motivation is one of the main determining Demotivation: Understanding Resistance to English Language
Learningfactors in an individual's success in developing a second (L2) or foreign
language (FL) (see, e.g., Dornyei, 1990, 2001a, 2001b; Gardner, Lalonde,
Moorcroft, & Evers, 1985; Oxford & Shearin, 1994; Scarcella & Oxford,
1992; Warden & Lin, 2000). Research has shown that motivation is crucial
for L2 learning (Dornyei, 1994; Oxford & Shearin, 1996) because it directly
influences how much effort students make, how often students use L2
learning strategies, how much students interact with native speakers, how
much input they receive in the language being learned, how well they do on
curriculum-related achievement tests, how high their general proficiency
level becomes, and how long they preserve and maintain L2 skills after
language study is over (Ely, 1986a, 1986b; Spolsky, 1989; Scarcella &
Oxford, 1992). However, as important as motivation is, it clearly is not the
only factor relevant to L2 and FL language learning. This has become
particularly apparent in a world were where intercultural communication and
foreign language learning have become an increasingly necessity for many
As English has become more and more important as an international
language, in most countries around the world, large numbers of students are
being required to learn it through compulsory programs in schools and
universities. Yet, despite its apparent utility as a lingua franca or a world
language (Brutt-Grifler, 2002), and the fact that students must pass
examinations in it to graduate, many students are failing to learn it
successfully. This situation also applies to students in countries where
learning other foreign languages is compulsorily, but where the drop out rates
in courses, once compulsion ends, are very large, in some cases being so
significant that the viability of teaching some of these languages is
undermined. In countries like the United States and Australia (Hornberger,
2005), students literally drop out of foreign language study, while in
countries like China, Japan and Vietnam students either mentally withdraw or
look for strategies to pass the required exams with a minimum of effort. Are
these examples of resistance to language learning (Canagarajah, 1999), a lack
of motivation, or might some other factor or factors be involved, particularlyThe Journal of Asia TEFL
as part of language teaching and learning process? Based on our own
experiences, we supposed that demotivation might be a factor that would
account for at least some of these problems, but that its existence and scope
have not been adequately investigated. Thus, this study is the first step in
defining and testing the impact of this construct in a specific context. As a
starting point for investigating this question, and as a way of trying to define
what this concept might consist of, we have chosen to do an intensive
grounded theory case study in a fairly controlled situation in Vietnam.
Despite the current extrinsic pressures to learn English as a foreign
language in Vietnam, many students don't seem ever to have developed any
interest in learning English, or if they have, they seem to have lost that
interest for some reason, that is, they have become demotivated. In both
cases, their achievement in English as a foreign language has been negatively
affected. While those without any interest in English might possibly be
motivated to improve by applying conventional and available language
teaching solutions, including motivational techniques (see, e.g., Ho, 1998),
the problem faced by the latter group is more complicated as it requires that a
critical look be taken at the underlying causes of demotivation to ensure they
are properly understood so that effective solutions to the problem can be