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HOW TO DEVELOP LANGUAGE SKILLS THROUGH SONGS
Khojikulov Sh.K.
Khojikulov Shukrulla Kodirovich - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in this article we are going to share our experiences how to develop language skills through songs. Learning a foreign language is not just a matter of memorizing a different set of names for the things around us; it is also an educational experience. Since our language is closely linked with our personality and culture, the process of acquiring a new language should be used for gaining further insights into our personality and culture. Learning to talk about students' likes and dislikes may bring about a greater awareness of their values and aims in life.
Keywords: song, language skill, speaking activities, grammar, lyrics.
One of the big problems we all face, whether teaching English to children or adults, is maintaining learners' interest throughout our lessons. Consequently, we often have to be very creative in the techniques we use. What makes music such a great teaching tool is its universal appeal, connecting all cultures and languages. This makes it one of the best and most motivating resources in the classroom, regardless of the age or background of the learner. Is this going to be a lesson focusing on vocabulary, grammar, pronunciation, or a particular topic? I once used 'You're so vain' by Anderson to introduce a text that looked at vain people. In another lesson, I used 'In the air tonight' as it uses the present perfect continuous tense [1]. Whatever your focus, remember that this doesn't necessarily place a limit on what you can do with the song. For instance, you might wish to use the song in question to exemplify a particular verb tense, and structure your lesson accordingly, but you might at the same time wish to take the opportunity to look at those interesting idioms in the lyrics! [3].
Why are students afraid or unwilling to talk in class? First of all, speaking is a very complex skill. According to Penny Ur, the speaker has to pay attention to vocabulary, grammar and pronunciation at the same time. He or she has to be a goodlistener, too, since we usually say something in response to something else. Another reason for unwillingness to participate in speaking activities is students' lack of interest and motivation. Often students feel afraid of being embarrassed by producing mistakes. Last but not least, classroom environment might seem to them artificial, out of touch with real-life situations. In order to prevent these problems, we have to make sure that [4]:
- the topics are carefully chosen and students find them interesting. We can not expect them to express their opinions if they do not have any (political situation in Far East does not seem an appropriate topic for adolescents, while contemporary music does).
- students have something to say - if they seem "stuck", we can provoke discussion by using pictures, giving them some hints, pre-teaching useful vocabulary etc [2].
- students use adequate level of English - we should monitor their work and help them if necessary. However we should not over-correct them since it often results in de-motivation and frustration. Students should be told that while accuracy is certainly very important, fluency is the main aim of speaking activities. Some key reasons songs can work exceedingly well in the foreign language classroom include the following [2]:
1. Songs almost always contain authentic, natural language
This often contrasts the contrived, stilted language found in many student texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled.
2. A variety of new vocabulary can be introduced to students through songs. Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.
3. Songs are usually very easily obtainable
Local sources may be available including the students themselves. There's always the internet which can connect you with song downloads in all but the most obscure languages.
4. Songs can be selected to suit the needs and interests of the students
In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs.
5. Grammar and cultural aspects can be introduced through songs
Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use "Hit the Road Jack" sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song.
6. Time length is easily controlled
Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible.
7. Students can experience a wide range of accents
A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Caribbean English are all widely available through songs.
References
1. Anderson A. Listening. Oxford: Oxford University Press, 1991. P. 16.
2. Rixon S. Developing Listening Skills. London: McMillan Publishers, 1990. P. 64-65.
3. Rost M. Listening in action. Prentice Hall International, 1991.
4. Ur P. A Course in Language Teaching. Cambridge: Cambridge University Press, 2004. P. 121.
