Using Music and Song to Enhance Sla
Using Music and Song to Enhance SLA
Music is frequently used by teachers to help learners acquire a second language (L2). It has been reported to help second language learners acquire vocabulary and grammar, improve spelling and develop the linguistic skills of reading, writing, speaking and listening. According to educators of second language learners, music is advantageous for many reasons. First, for most students, singing songs and listening to music are enjoyable experiences. The experience is so enjoyable that the students often force their teacher so that they can sing again and again. Furthermore, by engaging in an exciting experience, learners are relaxed and their burden about acquiring L2 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 the second language.
Songs in the L2 classroom can provide a fun and interactive way to engage with the target language (TL). Besides having an amusing class, there has been some studies and theories that support music and song integration into the L2 classroom to enhance the language acquisition. Songs are easy-to-get materials that can be used in the English as a second language (ESL) classroom. Songs are not uncommon element in the ESL classroom, but songs also have components that resemble poems. For this reason, songs can be used for many purposes within a course. Students can sing songs as their activities and read song lyrics to facilitate literacy development. Additionally, songs can combine several L2 skills, like listening and reading by engaging multiple senses, thus facilitating second language acquisition (SLA).
Some studies have shown that L2 repetition can increase reading fluency and comprehension, as such, pop songs are useful piece of material in the sense of their repetitiveness which create opportunities for TL exposure. Moreover, people
Music is frequently used by teachers to help learners acquire a second language (L2). It has been reported to help second language learners acquire vocabulary and grammar, improve spelling and develop the linguistic skills of reading, writing, speaking and listening. According to educators of second language learners, music is advantageous for many reasons. First, for most students, singing songs and listening to music are enjoyable experiences. The experience is so enjoyable that the students often force their teacher so that they can sing again and again. Furthermore, by engaging in an exciting experience, learners are relaxed and their burden about acquiring L2 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 the second language.
Songs in the L2 classroom can provide a fun and interactive way to engage with the target language (TL). Besides having an amusing class, there has been some studies and theories that support music and song integration into the L2 classroom to enhance the language acquisition. Songs are easy-to-get materials that can be used in the English as a second language (ESL) classroom. Songs are not uncommon element in the ESL classroom, but songs also have components that resemble poems. For this reason, songs can be used for many purposes within a course. Students can sing songs as their activities and read song lyrics to facilitate literacy development. Additionally, songs can combine several L2 skills, like listening and reading by engaging multiple senses, thus facilitating second language acquisition (SLA).
Some studies have shown that L2 repetition can increase reading fluency and comprehension, as such, pop songs are useful piece of material in the sense of their repetitiveness which create opportunities for TL exposure. Moreover, people
References: Hulstijn, J. 2003. Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16(5), 413-425. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210. Wallace, W. 1994. Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology. Learning, memory, and cognition, 20(6), 1471-1485. Wilson, M. 2003. Discovery listening – improving perceptual processing. ELT Journal 57/4.