Topic 17 Songs. Typology. Techniques. Lexical & Cultural aspects.

Topic 17 Songs. Typology. Techniques. Lexical & Cultural aspects.

1. 1 Introduction

   • common use of songs and how we can use them to teach, a lot of potential to learn from songs
     • Bueno 2019
       • introduce the essay
     • Lucardie 2014
     • songs help us to reduce the gap between the arbitrariness of the spelling of words and their significance
       • bingo song

2. 2 Songs as poetic vehicles and literary creations in the English classroom

   • 2.1 Reasons to use songs in the English subject
     • Longman Dictionary of Applied Linguistics (2002)
       • songs even though are not adapted contain great pedagogical value
     • 2.1.1 Psychological reasons
       • Ss learn easily from songs because are common to their routines. singing is familiar and innate
         • Ross (2006) songs are authentic material that motivates the Ss
           • Affective filter hypothesis of Krashen (2003) and LAD
     • 2.1.2 Linguistic reasons
       • repetition promotes unconscious learning in Ss
         • songs help to pronunciation, rhythm and stress
           • syllable timed (spanish) vs stress timed languages (british)
           • songs help to memorize chunks of language, develop receptive skills and to consolidate vocabulary
     • 2.1.3 Pedagogical reasons
       • songs work in the short and long memory
         • songs change the rhythm of the class, are culturally rich
           • songs help to work the 4 skills in an integrated way as it is said in D 108/2014
           • songs motivate Ss (strong & weak), create a pleasant atmosphere, help in S-T relationship, learning a song provides a real sense of achievement
     • 2.1.4 Socio-cultural reasons
       • songs and music are fundamental part of every society so they are a good tool to learn from
         • Every society has its music legacy which is a powerful force for cultural cohesion and identity.
           • songs help to achieve K.C. 7 cultural expression established in the RD 126/2014 28th febru and O ecd/65/2015 21th janu
     • Songs have become an integral part of our language experience and, if used in coordination with a language lesson they can be of great value.
       • Through fun activities children can learn a language better as learning becomes natural for them since these activities do not make them conscious of what they are learning.
         • Song-based activities break the routine in class, they help to wide vocabulary and to practice oral language as well as improve intonation and pronunciation. + provides cultural references
   • 2.2 Criteria for selecting the songs
     • Ss age
       • TPR + songs= early stages
         • 5th and 6th even more focus on their interests because they start to be more shy and dont wnt to be do childish actions. Let them choose songs
           • level of vocabulary, structures and functions of the words
             • follow up activities
               • authentic vs unauthentic songs

3. 3 Typology of the songs

   • 3.1 children's songs and rhymes
     • There are children’s songs and rhymes that are short, have simple grammatical structures and reduced vocabulary, and most of them can be accompanied by actions or miming.
     • counting songs: five monkeys in a bed
       • action songs (TPR): if you are happy...
         • traditional songs: Old Macdonald
           • nursery rhymes: baa baa black sheep
             • tongue twisters: How much wood would a woodchuck chuck?
               • A round is a circular song. One group starts to sing; the second group starts the song when the first group gets to the end of the first line, and so on.L ondon's burning
   • 3.2 Jazz chants
     • Professor Carolyn Graham 70's, importance of the rhythm, They are meant to improve speaking and listening comprehension skills and are also a useful tool to reinforce specific grammar and pronunciation patterns used in context.: sh! sh! the baby is sleeping
   • 3.3 Songs for special occasions
     • birthday song, christmas song
   • 3.4 Folk and pop music
     • for older students. Happy Pharrell Williams
   • 3.5 Adapted songs
     • easy to control the grammar aspects

4. 4 Techniques for using songs to learn phonetics, lexical and cultural aspects of English

   • 4.1 how to make the most of songs
     • pre-listening: present vocabulary, deduce the content from the title, recall previous knowledge
       • while-listening: extensive meaning (first listening) and intensive meaning(from the second or third listening), also focus on lexial, phonetical and cultural levels, dancing
         • lexical level.related to general meaning of the song
           • activities: missing words (lyricstraining), pictures in order, mimic the actions, spot mistakes in the lyrics
         • phonetic level. students practice the recognition and pronunciation of words.
           • segmental features: vowels and consonants
           • suprasegmental features: stress, rhythm and intonation
           • actvs: ear training actvs, fill the gaps with vowels/consonants, singing (snake is in the grass)
         • cultural level. socio-cultural background, Ss learn about history or traditions
           • we can use realia, video or pictures to help them to understand better because is more difficult to learn about culture
         • post-listening level. Ss should produce language after being introduced and practiced.
           • actvs: information exchange, dissapearing lyrics or quizzes
     • preparation: choosing the proper melody, rhythm and lyrics
   • Applying new technologies to songs
     • lyricstraining, liveworksheets,
       • RD 126/2014 K.C. 3 digital competence

5. 5 conclusion

   • songs are way more than time fillers if are used appropriately. Should be planned and organiized.
   • inclusion laws: Law 104/2018 27th july, O 20/2019 30th april
     • songs work for different learning rhythms

6. 6 bibliography and webgraphy

   • Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning.
   • Bueno i Torrens, D. (2019). Neurociencia aplicada a la educación.
   • Krashen, S. (1981). Second Language Adquisition and Second Language Learning.
   • Richards, J., & Schmidt, R. (2002). Longman Dictionary of Applied Linguistics and Language