Download Songs in Language Teaching and Learning in EFL Contexts in the

Songs in Language Teaching and Learning in EFL Contexts
in the 21st Century
Watjana Suriyatham
Language Institute
Thammasat University
[email protected]
Abstract
Everyone listens to music and songs in their own language. The first
thought that comes into language teachers’ minds is to expose themselves
into an authentic real environment easily through listening to songs whereas
language learners listen to foreign songs mainly for entertaining purposes.
This article discusses how songs are used in language teaching and learning
in countries where English is taught as a foreign language. It also presents
research studies on songs in EFL contexts indicating how songs are used and
promoted in language learning.
[Thammasat Review, Special Issue, 2013]
Keyword: Songs, Authentic, Language
Thammasat Review  246
Introduction
Songs in Language Teaching
Songs are human tools for expressing what people think and feel as quoted
by Yip Harburg in that “Words make you think. Music makes you feel. A song makes
you feel a thought.” This quote is also supported by another quote by Stephen R.
Lawhead saying that “Perhaps it is how we are made; perhaps words of truth reach
us best through the heart, and stories and songs are the language of the heart”
Songs also play a part in human’s life in each stage. Mothers sing a lullaby to their
babies. Young children learn words from listening and singing children songs. School
students sing songs at ritual and religious ceremonies. Teenagers listen to songs via
an I-Pod or a technological device and sing along whenever and wherever they are
such as on the bus or MRT, in front of TV, and in libraries. Working people listen to
songs when they feel they need to be relaxed. Obviously, songs are around with
every walk of life, especially in this era that music and songs can easily be reached
by using the Internet and social network.
Because songs contain lyrics conveying meanings or messages to listeners,
therefore, Schoepp (2001) believes that songs can be used as language teaching tool
and be of great benefit in three aspects: affective, cognitive and linguistic.
In terms of affective aspect, Krashen (1982) remarks that in order to activate
or increase learning, a learner’s affective filter has to be weak. In other words, that
learner needs to have a positive attitude about learning otherwise it is unlikely that
learning can take place. According to Eken (1996: 46, cited in Shoepp 2001), songs
can be used in various ways as the following:








to present a topic, a language point, lexis, etc.
to practice a language point, lexis, etc.
to focus on common learner errors in a more directed way
to encourage extensive and intensive listening
to stimulate discussion of attitudes and feelings
to encourage creativity and use of imagination
to provide a relaxed classroom atmosphere
to bring variety and fun to learning
Thammasat Review  247
Since songs can bring joy to learning atmosphere, it is believed that songs
can also create affective filter in learners’ mind and reduces anxiety of learning in
language classroom.
In the second aspect, songs can be employed to create automatic processes
in cognitivism. Automatic processes are generally developed by skilled practice. (see
Jordan, Carlile and Stack, 2008) Listening to songs repeatedly and the nature of
repetition of song lyrics, therefore, can enhance automaticity. (Gatbonton and
Segalowitz, 1988)
Thirdly, songs can be of benefit on linguistic aspect because some songs
contain colloquial English, slangs and idioms. Given that the teacher can provide
examples of real language use by using songs in class or encourage the students to
gain exposure of language use by listening to songs. In light of this aspect, songs
therefore can be utilized to teach four skills of listening, speaking, reading and writing.
(Saricoban& Martin 2000)
Songs in Language Learning
Songs can indirectly influence language learning in a number of ways.
Cheung (2001) remarks that language teaching which relies heavily on textbooks and
grammatical structures cannot motivate students to learn English. In the meantime,
Cheung agrees with Biggs (1995) that students are motivated to learn only when they
find that what they are learning is ‘important’ and ‘meaningful’ to them. (Cheung,
2001:55) Cheung also raises an example of using popular culture to promote Hong
Kong student’s motivation in that ‘The truth is that many students can recite the
lyrics of popular songs without difficulty, but find it hard to memorize a poem or a
mathematical formula’. (ibid; 59)
Besides Krashen’s view (see Krashen, 1982) that songs contain language
input that is crucial for language acquisition, songs are viewed as reflection of culture
and therefore can enhance learners to gain knowledge on culture. By acquiring
language input from songs, it is possible that learners can also learn from an example
of language use in a particular context.
Because of all mentioned benefits of songs towards language teaching and
learning, songs still continue to have their own right as an effective tool to help EFL
learners develop language competence in this twenty first century.
Thammasat Review  248
Research Studies on Songs in EFL Contexts in the 21st Century
Murphey (1992: 771) collected a large corpus of pop song lyrics and after
analyzing it, he found that they tend to be ‘repetitive, conversation-like and about
half the speed of spoken discourse’. Therefore, advocates of songs ( Murphey 1985,
1990, 1992; Griffee, 1992; Eken 1996; Cheung 2001, Schoepp 2001) suggest using
songs in language teaching and learning as songs are useful and meaningful to
enhance learning. However, there is still large room for investigating on how songs
can be adopted to suit language learners in different countries and culture because
the research studies on songs are quite outdated. It is quite clear that in order to
claim effectiveness of songs, a number of research studies on particular point of
aspects are called for since it will be beneficial for EFL teachers and researchers to
know how one song can be an effective tool to tune EFL learners’ ears into English
in six aspects (listening, grammar, pronunciation, vocabulary, culture and motivation).
The following research studies were conducted in EFL countries to shed light on
songs in different angles.
Phanarangsan (2000) studied the effect of English songs on Thai listeners’
attitudes and concluded that the learners had positive attitudes as they reported
that songs were fun and enjoyable.
Tippawan Puncharoen (2005) conducted an experimental study in Thailand
on efficiency of a supplementary instructional package of songs with 34 tenth-grade
students. The results showed that the students’ listening posttest scores were
significantly higher than the pretest scores at the level of 0.05. The finding also
indicated that the students had positive opinions towards the learning package of
songs.
Beasley and Chuang (2008) studied the relationship between listening
repetition, song likeability or understandability, learning environment perceptions,
learning perceptions, and learning outcomes. The study took place in Taiwan with
196 students from the age of 18 to 32 years, who learned English through listening
to music online. The researchers found out that there was a significant and positive
relationship between song likeability and web-based learning environment
enjoyment.
Thammasat Review  249
Setia et al (2012) did a research study to find out the effectiveness of using
songs to 61 primary students in Malaysia by using questionnaire. The majority of the
participants agreed that songs helped them learn vocabulary and pronunciation.
Also, songs increased students’ motivation to learn and created a relaxing learning
atmosphere.
Suriyatham (2012) conducted an exploratory study on learning English
through songs with 30 EFL Thai undergraduate students. Both findings from
questionnaire and focus group interviewed revealed that the majority of the group
thought that they could learn English pronunciation the most from songs, and
followed with listening and reading.
To sum up, despite the considerable benefits of songs in terms of affective,
cognitive and linguistic aspects, more research studies in learning English through
songs need to be explored empirically because people in different cultures and
contexts have different ways of learning English and viewing the world. Therefore,
more research studies on how to use songs in EFL contexts are called for in order
to establish a ground to use songs as a language authentic material to promote
language learning in EFL contexts.
Conclusion
Songs are human tools for expressing what people think and feel as quoted
by Yip Harburg in that “Words make you think. Music makes you feel. A song makes
you feel a thought.” This quote is also supported by another quote by Stephen R.
Lawhead saying that “Perhaps it is how we are made; perhaps words of truth reach
us best through the heart, and stories and songs are the language of the heart”
Songs also play a part in human’s life in each stage. Mothers sing a lullaby to their
babies. Young children learn words from listening and singing children songs. School
students sing songs at ritual and religious ceremonies. Teenagers listen to songs via
an I-Pod or a technological device and sing along whenever and wherever they are
such as on the bus or MRT, in front of TV, and in libraries. Working people listen to
songs when they feel they need to be relaxed. Obviously, songs are around with
every walk of life, especially in this era that music and songs can easily be reached
by using the Internet and social network.
Thammasat Review  250
References
Cheung, C.K. (1998). The Use of Popular Culture in Teaching Civics Education
Unpublished INSTEP Report. Hong Kong: Government Printer.
Chuang & Beasley.(2008).The effect of listening repetition, song likeability, and song
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12(2), 1-17.
Griffee, D. T. (1992). Songs in action. Hertfordshire: Prentice Hall International.
Murphey, T., &Alber, J. L. (1985). A pop song register: The motherese of adolescence
as affective foreigner talk, with. TESOL Quarterly 19, 793-795.
Murphey, T. (1990).Music and song.Oxford University Press.
Murphey, T. (1992). The discourse of pop songs. TESOL Quarterly, 26, 771.
Phanarangsan, K. (2000). Effects of English-teaching songs on listeners’ attitudes,
information seeking, satisfaction and utilization.Unpublished master’s
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Setia, R. et al. (2012). English songs as means of aiding students’ proficiency
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Thammasat Review  251