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TEMA 17: Songs as a poetic vehicle and a literary creation in the English classroom. Types of songs. Techniques of the use of songs for phonetic, lexical and cultural learning.
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- 1TEMA 17 Definition of songs and poetryCOLLINS DICTIONARY
SONG: a piece of music usually employing verbal text, poetic composition.
POETRY: literature in metrical form, verse.
- Vocally produces, linguistically meaningful and both have melody and rhythm. - 2Differences between songs and poetry1) Songs convey a lower amount of meaning since they are listened and poetry read.
2) Songs have more redundancy than poetry.
3) Songs have socially feature which is the relationship singer-listener. - 3Reasons to use songs and rhymes in English language teaching1)KRASHEN's Affective Filter Hypothesis. Songs make the ss' filter weak.
2) SARICOBAN AND METIN (2000) songs can work the four skills.
3) They help ss to acquire the prosody elements of the oral English language in a repetitive fashion.
4) They are a source of culture.
5) They reinforce ss and increase their motivation towards language learning - 4Characteristics of songs- Contextualize a grammar lesson effectively
- The polymorphic effect of songs and poems makes them easier to memorize (CELCE MURCIA 1988)
- Provide repetitive practice in a meaningful way. - 5Difficulties of songs to take into accountPOVEY 1988
- Linguistic difficulties ->language level has to fits the ss' linguistic level
- Cultural difficulties -> imagery, tone.
-Intellectual difficulties -> ss' intellectual maturity and their ability to fully understand the meaning of the song. - 6Types of songs according to levels1) From infant to 3rd level of P.E: great interest rom the ss. "Old McDonald had a farm".
2) From 4th to 6th level of P.E: interest in ss start to change, so they may feel bored and childish with the songs. Choose pop songs or more complex songs. - 7Types of songs (other classifications)1) Songs for occasions
2) Topic songs
3)Action songs
4) Dialogue songs
5) Traditional songs
6) Jazz chants
7) Pop songs - 8Techniques for the use of songs for phonetic learning- Pre-listening, While-listening and Post-listening.
BREWSTER AND ELLIS: songs can be use to teach individual sounds and prosody language elements. - 9Techniques for vocabularySongs that work on specific contents. Use a song to acquire and review the language in a meaningful and contextualized way.
- 10Techniques for grammatical learningIntroduce and practice a specific grammatical pattern which is repeated several times through the lyrics of the song
- 11Techniques for culture learningCultural and traditional songs can introduce aspects of the foreign speaking countries' culture which are totally different from or culture.
- 12Types of activities we can perform with sonsg1) Invention
2) Discussion
3) Stories
4)Fill in the gaps
5) Write in order
6) What's the missing word?
7) Song dictation - 13Conclusion-Children love songs and rhymes so they will be always motivated when working with these resources.
- Help to acquire ss' linguistic competence and learning to learn competence.
TIM MURPHEY: "Anything you can do with a text, you can do it with a song". - 14BibliographyCELCE-MURICA (1988) Techniques and resources in teaching grammar. OUP
DALE,T and GREIFFE (1992) Songs in action. Prentice Hall.
MORA, C.F. (2000) Foreign language acquisition and melody singing. ELT Journal Vol. 54.
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