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This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities.
2012 •
The European Music Portfolio: A Creative Way into Languages project aims to enable primary teachers to integrate music and language learning to enhance educational outcomes in both areas. The introduction chapter gives an overview of the innovations and functions of the European Music Portfolio: A Creative Way into Languages project and materials. Chapter 2 describes the four focus areas of learning in music for younger learners (listening, making, representing and discussing), which were developed by the project partners. Chapter 3 describes the four skills (listening, speaking, reading and writing) and learning opportunities in language and language awareness for younger learners, with reference to the European Language Portfolio and the Common European Framework of Reference for Languages. Chapter 4 describes the interrelationship between music and language and contains practical ideas. It also highlights how intercultural, motivational, and cognitive aspects of learning, as well as language awareness and the four communicative skills in language, can be supported by musical activities. Chapter 5 offers a synopsis of different learning approaches for linking music and language learning. It describes the Pupil’s Portfolio, teacher’s materials and the online activities. It also provides the activity grid, which contains specific types of musical activities that can support both musical and language learning objectives. This final chapter also contains a link to the EMP-L website, which has more ideas and suggestions for how to adapt the activities for individual pupils and groups.
2019 •
Keywords The purpose of this research is to determine the current situation of the song syllabus used in the implement of the outcomes of the primary school 3 rd grade music lesson, to understand the effectiveness of this song repertoire in the learning-teaching process by creating a new song repertoire and to contribute to improving the quality of teaching. Research is designed as an action research from qualitative research designs. The action plan consists of the songs that the researcher composed according to the outcomes, lesson plans and songs recorded. In the framework of the research, the action plan was applied in a total of 8 weeks and music lessons between March 27, 2014-May 21, 2014. Practice of the research was carried out with the participation of 30 students and class teachers in the third grade of an elementary school in the Central District of Isparta Province in the spring term of the 2013-2014 academic year. The research data were collected by using data collection tools consisting of personal information forms, semi-structured interviews, student, teacher and researcher diaries. "QSR-Nvivo 10", a computer-aided qualitative data analysis program, was used in the audio recordings of semi-structured interviews and in the analysis of video recordings of implementation lessons. The analysis of qualitative data was carried out with descriptive analysis and content analysis, and the findings were interpreted in the direction of the research questions. According to the results of the study, singing is performed in music lessons. It is seen that students remember songs but the achievements haven't been reached. However, during the implementation period and afterwards, it has been seen that the lessons were carried out in accordance with the action plans, that the teacher awareness of the lesson outcomes was expanded, that the students can reach to the lesson outcomes desired to be given in the music lessons with the song repertoire prepared according to the outcomes in this process. In addition, it has been determined that the students' ability to singing, listening, playing and coexisting improve with their song recordings and become aware of the areas of composition and performance during the implementation process. Findings are discussed within literature framework, suggestions offered for implementation and future research.
Music is universally pleasurable and important, and no known society is without it. In fact, it predates Homo sapiens! Flutes have been found around the campfire in Neanderthal cave sites in artifacts that date back 53,000 years (Leutwyler 2001). Music is part of our lives in ways both big and small, from musical rites of passage to the " wraparound " musical landscape we can now program into our earbuds. Young adults in particular listen to music almost nonstop, and their playlists form an important part of their identities. It only makes sense to use students' interest in music as a motivator for their English studies.
Teaching and learning a new language is a complex process that requires more than just memorizing vocabulary and grammar rules. Immersing oneself in the target language's culture and history is essential for achieving fluency and accuracy. In recent years, researchers have explored the potential of music as a tool for language learning. This paper discusses the benefits of using music in language learning, including improved listening comprehension, pronunciation and fluency, and cultural understanding. The theoretical framework of sociocultural theory, cognitive load theory, and task-based language learning is presented to support the use of music in language learning. This paper also provides practical recommendations for learners to incorporate music into their language learning routine, as well as resources for finding music in the target language, such as online music platforms and language learning apps. The article concludes by encouraging language learners to incorporate...
New Directions for Adult and Continuing Education
Music works: Music for adult English language learners2005 •
Music in the Adult ESOL Classroom In twenty years of teaching English to speakers of other languages (ESOL) to adults in a number of instructional settings and at a number of levels, I have found that one truth continues to reverberate resoundingly across time and space: "music works." Almost without exception, music-centered classroom activities I have engaged in yield untold treasures for all involved, including the individual students, the whole class, and for me, the instructor. The chapter, based upon my own lived practices as an educator, and supplemented by reading and reflection, will explore only a few aspects of this rich topic. My chapter is composed of three parts: a summary of research findings on music and second language learning, particularly with reference to adults; a set of some learning objectives which can be addressed using music, and a description of sample activities that could serve each of the objectives; and finally, a few personal reflections about music in my own classrooms, and some unanswered questions about the relative scarcity of music activities in adult ESOL. There is a short glossary of abbreviations at the end of the article, followed by references.
INTED2010-International Technology, Education and Development Conference
Musical resources for intercultural work in the elementary classroom2010 •
It's a fact that multiculturalism is a reality in the classrooms in all European countries and the response to this situation shouldn't be expected to come from the institutions or the administration but from schools themselves and professionals. Teachers may find powerful tools for this answer in music, dance, literature, games... since they are considered collective activities which let children start learning in a different and playful way. All these activities appear to be a rich heritage as they are transmitted from parents to children containing the essence of knowledge, beliefs and customs of each culture. They may have many different styles and structures according to the historical period, the geographical area or the culture they come from, expressing the deepest human feelings. At the end of the work there is a section that includes the authors' conclusions and the valuation of the students who attended the lectures. Interculturality can be worked with music through all its elements like the song, the dance, the instruments... Educating through Interculturality means to teach students a non-racist point of view, favouring a peaceful climate and a tolerant and respectful behaviour. Musical Education is great for self-knowledge and to strengthen the relationship with the others. So that this makes possible the conditions of respect, tolerance and equality that must be priority in all the activities that teachers develop with their students. Furthermore, intercultural musical activities encourage collaboration in front of discrimination; cooperation and aid opposed to the individuality of the human being; solidarity instead of competition. In other words, respect and tolerance in front of exclusion.
Gallery Teachers
Accelerate learning through music and mime, rhythm and mime2021 •
All children enjoy singing and dancing. So when catchy melodies and rhythms come together in songs that are fun and easy to learn, teachers have a powerful tool. Provided they possess certain properties, language-learning action songs offer a motivating and highly effective way of presenting new words, structures and language chunks and represent an excellent form of scaffolding for follow-up work. As songs involve the coordination of intoned language with expressive gestures and TPR techniques, several intelligences come "on-line" at the same time-resulting in what I call a "PMA" (Permanent Memory Acquisition) experience. Music and language These two exquisitely human forms of communication in sound, one functional and one aesthetic, share much on a basic neurological level in other words on how the human brain mind processes sounds. The concept of "meaning in sound" and the connections between music and language have been discussed for centuries by such notable figures as Rousseau, Darwin and Wittgenstein. More recently, educationalists such as Lozanov, Rinvolucri, and Dakin have underlined the value of music and songs. They enhance the learning process in terms of unconscious internalization, intelligible pronunciation and deep rooted memorization. A neglected dimension As successful writers of pop songs would never consider writing language-learning action songs, this "meaning-in-sound" dimension in ELT continues to be under-exploited. Many ELT materials writers and publishers still relegate language songs to the final page of a unit or online module. Songs are often treated as light relief at the end of a lesson. Also, despite some exceptions, the majority of ELT Publishers are not particularly discerning about the quality of the tunes they include in their YL English courses. This is a mistake. Teaching kids English through songs-and specifically songs that involve kinesthetics in the form of expressive movements and dance is the most rewarding methodology you can use. However, to be effective tools, songs really must to be presented and taught in a specific way. First let's understand the crucial importance of good tunes for children living in the 21 st century. Blunted Musical sensibility
Mathematical Problems in Engineering - MATH PROBL ENG
Transient MHD Double-Diffusive Natural Convection over a Vertical Surface Embedded in a Non-Darcy Porous Medium2009 •
Journal für Klinische Endokrinologie und Stoffwechsel - Austrian Journal of Clinical Endocrinology and Metabolism
Ein Hormon stellt sich vor: Kisspeptin2010 •
Carbohydrate Polymers
Physicochemical, bioactive and rheological properties of an exopolysaccharide produced by a probiotic Pediococcus pentosaceus M412019 •
Plant Cell Reports
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The Journal of Organic Chemistry
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International Journal of Food Science & Technology
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Aquatic toxicology (Amsterdam, Netherlands)
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Meridianul Timisoara
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