English Toy Song for Kids 2017
There is a belief that first musical instruments appeared as early as speech, which means that the language of words and that of music were formed in parallel, completing and enriching each other. That is why language of words shows so much similarity to music. Both speech and music are characterized by rhythm and melody. Close associations of language and music have rooted in people's mind very deeply. People often use metaphorically the name of one to refer to the other: they call pleasant words "music to their ears", "face the music" when accepting criticism or punishment for something they have done, use the phrase "the language of music" to describe a way of expressing meaning through sounds. Sound and word are combined to give birth to pieces of vocal music, where music brings to light the internal sense of the text, reveals what is hidden between the lines. So it is natural to teach language with the help of music and songs. Moreover, a great number of scholars consider music and songs to be the most productive and effective ways of teaching a foreign language.
The role of music and songs in teaching English is very important. Using songs and music is one of the tools a teacher can use to teach English to the class, regardless of the age of the learner. Songs and music are a tie that binds all cultures and languages and, therefore, the best way to make learning English fun. Jeremy Harmer in his book "How to Teach English" emphasizes the importance of music as a learning tool by stating that music is a strong incentive for student engagement because "it speaks directly to our emotions while still allowing us to use our brains to analyse it and its effects if we so wish" (Harmer 319); and it plays a multifunctional role in the process of learning a foreign language, it has the power of creating a propitious atmosphere, "it can amuse and entertain, and it can make satisfactory connection between the world of leisure and the world of learning in the classroom" (Harmer 319). Tim Murphey, indicates two chief assets in the usage of music and songs in relation to language learning: "music is highly memorable; it is highly motivating, especially for children, adolescents, and young adult learners" (Murphey 4).
Nevertheless, the role of songs and music in teaching English is often underestimated, and activities involving them are often neglected by teachers. The usage of music and songs in the classroom: "has often been met with ridicule and a cautionary statement that although students were enjoying class, they were not learning" (Salcedo, "The Effects of Songs in the Foreign Language Classroom on Text Recall and Iinvoluntary Mental Rehersal"). Teachers usually think that students will not take music and songs seriously at English classes; they will have too much fun and will not pay any attention to the pedagogical aim of the song. It is not rare to hear teachers ask questions like 'What do music and songs have to do with language learning?', 'What do you do with a song besides listen to it and possibly sing with it?', 'What else can be done with the song besides gap-filling?' This testifies to the fact that teachers are often unaware of the opportunities songs and music can present. There are different opinions, but it is for sure that it is a good way to make foreign language learning much more effective to learners of different age and different levels. Teachers who want to keep their students interested and motivated should use songs and music activities, since, according to Larry M. Lynch, it has lots of advantages:
Songs almost always contain authentic, natural language;
A variety of new vocabulary can be introduced to students through songs;
Songs are usually very easily obtainable;
Songs can be selected to suit the needs and interests of the students;
Grammar and cultural aspects can be introduced through songs;
Time length is easily controlled;
Students can experience a wide range of accents;
Song lyrics can be used in relating to situations of the world around us;
Students think songs are natural and fun.
(Lynch, "9 Reasons Why You Should Use Songs to Teach English as a Foreign Language.")
Songs and music are invaluable in teaching English at elementary level. No other materials give the teacher such a broad range of possibilities for teaching various aspects of English. An illustration of language in action, the song can be subjected to linguistic analysis or turned into an exercise. Through the use of songs English pronunciation, vocabulary and grammar can be effectively taught. According to Cameron there are three stages of a song as a task for elementary level students:
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The role of music and songs in teaching English is very important. Using songs and music is one of the tools a teacher can use to teach English to the class, regardless of the age of the learner. Songs and music are a tie that binds all cultures and languages and, therefore, the best way to make learning English fun. Jeremy Harmer in his book "How to Teach English" emphasizes the importance of music as a learning tool by stating that music is a strong incentive for student engagement because "it speaks directly to our emotions while still allowing us to use our brains to analyse it and its effects if we so wish" (Harmer 319); and it plays a multifunctional role in the process of learning a foreign language, it has the power of creating a propitious atmosphere, "it can amuse and entertain, and it can make satisfactory connection between the world of leisure and the world of learning in the classroom" (Harmer 319). Tim Murphey, indicates two chief assets in the usage of music and songs in relation to language learning: "music is highly memorable; it is highly motivating, especially for children, adolescents, and young adult learners" (Murphey 4).
Nevertheless, the role of songs and music in teaching English is often underestimated, and activities involving them are often neglected by teachers. The usage of music and songs in the classroom: "has often been met with ridicule and a cautionary statement that although students were enjoying class, they were not learning" (Salcedo, "The Effects of Songs in the Foreign Language Classroom on Text Recall and Iinvoluntary Mental Rehersal"). Teachers usually think that students will not take music and songs seriously at English classes; they will have too much fun and will not pay any attention to the pedagogical aim of the song. It is not rare to hear teachers ask questions like 'What do music and songs have to do with language learning?', 'What do you do with a song besides listen to it and possibly sing with it?', 'What else can be done with the song besides gap-filling?' This testifies to the fact that teachers are often unaware of the opportunities songs and music can present. There are different opinions, but it is for sure that it is a good way to make foreign language learning much more effective to learners of different age and different levels. Teachers who want to keep their students interested and motivated should use songs and music activities, since, according to Larry M. Lynch, it has lots of advantages:
Songs almost always contain authentic, natural language;
A variety of new vocabulary can be introduced to students through songs;
Songs are usually very easily obtainable;
Songs can be selected to suit the needs and interests of the students;
Grammar and cultural aspects can be introduced through songs;
Time length is easily controlled;
Students can experience a wide range of accents;
Song lyrics can be used in relating to situations of the world around us;
Students think songs are natural and fun.
(Lynch, "9 Reasons Why You Should Use Songs to Teach English as a Foreign Language.")
Songs and music are invaluable in teaching English at elementary level. No other materials give the teacher such a broad range of possibilities for teaching various aspects of English. An illustration of language in action, the song can be subjected to linguistic analysis or turned into an exercise. Through the use of songs English pronunciation, vocabulary and grammar can be effectively taught. According to Cameron there are three stages of a song as a task for elementary level students:
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Creativity