THE ROLE OF MUSIC IN SECOND LANGUAGE EDUCATION İçerik
Music is an essential part of human existence and a universal love and passion. It’s a fascinating and integral part of every culture; it’s hard to imagine a culture without music. Thus, music can be seen as the soul of human culture. Songs have become an integral part of our language experiences, and if used in coordination with a language lesson, it can be of great valve. It’s a fun and lively way to learn language, as well as being extremely effective. In the context of education, music has become a popular subject in primary and secondary education. However, research on the role of music in second language education still in its embryonic stage while its popularity is strong and its impact an society is readily recognized.
It has been reported to help second language learners acquire vocabulary, grammar; improve spelling and develop the linguistic skill, of reading writing, speaking and listening (Jolongo and Biomley, 1984, McCartley, 1985; Martin, 1983, Mitchell, 1983, Jull, 1975). According to educations of second language learners, music is advantageous for still other reasons. First for most students, singing song and listening to music are enjoyable experiences. Also, as students repeated sing songs, their confidence level rises. Furthermore, by engaging in a pleasurable experience, learners are relaxed and their inhabitations about acquiring a second language are lessened. Yet, while they are more relaxed, they are also more attentive than usual and therefore, more receptive to learning. Through songs, students are exposed to “authentic” examples of second language. Furthermore, target vocabulary, grammar, routines and patterns are modeled in context. These are but a few of benefits of associated with music use in second language classroom.
These papers looks at why learning English through song is so effective with particular reference to the role of singing in stimulating the memory, in reducing the factors that inhibit language acquisition and in promoting high levels of interest and engagement in learning in teacher and student relationship and its help for acquiring vocabulary.
1. Does the music have the power to motivate student and create a positive and relaxing environment in the classroom?
2. What is the role of music in teacher and student relationship?
3. Does music make it easier to learn mew words of a foreign language than in a normal way of reading?
4. What is the relationship between music and memory?
Adkins (1997) states that the necessary factors for learning and memory can be contained in a song. Setting the new language within a familiar context, forms strong associations, creates motivation an the part of the learner, and aids in memory storage. The use of music and singing in the classroom satisfies many of the tenets of brain-based learning techniques and accelerated learning techniques as well. According to Cullen (2000) learner designed materials are an exciting area of language teaching, and songs in particular offers a strong motivation for students to enter willingly into material design, Moreover, most students will listen to a large number of English songs before deciding on their final song. Thereby introducing them to a rich, authentic source of English which will continue to bring benefits of autonomous learning long after the course has finished. Finally, when students develop their own tasks, they are better able to understand what they should grasp from professionally developed materials, along with the pedagological premises underpinning them. Lo, Regina Suk Mei and Li, Henry Chi Fai states that in order to enhance learner commitment, learners should take part in involving learners in materials development through modifying existing materials. This