Istry of higher and secondaryspecialized education of the republic of uzbekistan karshi state university

2.2.Benefits of learning music and songs in early childhood for learning new languages
Using music in early education is fun for kids, but that’s not the only benefit! A 2016 study carried out by the University of Southern California’s Brain and Creativity Institute suggests that experiences with music in a child’s first few years can actually speed up brain development. Specifically, learning and listening to music was found to be helpful for boosting reading and language skills – skills that are certainly a plus when it comes to language learning at a young age.
What’s more, incorporating music in early childhood music for babies and toddlers include social-emotional development, memory skills, and motor skills. So, when the time comes to step out onto the playground, those young musical minds will be far better equipped to learn new games and socialize with friends.
Songs with lyrics are an easy way to get them repeating words and sounds in an exciting and motivating way. As they listen, learn, and sing along, kids will learn new vocabulary and familiarize themselves with the rhythm of the language without even realizing they’re learning.
Using gestures and movement in language teaching is another way for kids to remember more of the new words they’re being exposed to. Different songs can be used to teach your child specific vocabulary. Rhyming helps to learn similar words and prepare for reading.
Most children’s songs are simple and have rhyming words which are easy for kids to remember. Learning to rhyme is an important skill to have when starting to read in any language. We like to sometimes make up our own songs using words that rhyme.
Using movement helps to enforce the meaning. Songs that include movement such as “If you happy and you know it” and “Heads, shoulders, knees and toes”, reinforce the lyrics of the song. By pointing at things you are saying, or performing the actions that are sang, children will learn to associate the words they are saying to the movements they are making.
Even when children don’t know the words to the songs, music can play such an important role in the learning process as they don’t actually realize they are learning. When I put music on at home, my kids immediately start to dance and try to sing along.
As learning English is becoming more important than ever in Uzbekistan and is used for different purposes, it is necessary to engage learners in the process of language learning via effective and engaging methods. Teachers are in constant search for essential activities that allow learners to improve their learning abilities of a foreign language. Through innovative technologies, interactive and communicative methods language teachers can create the right climate for language learning. Currently, in higher education, teachers use music, songs, comics, sound films, stories, fairy tales, language games, cartoons and movies to make the teaching- learning process more interesting. According to Girard, D. & Trim, J. L. M. “…teachers sometimes use these when the theme or lesson is difficult and to keep students motivated to continue learning foreign languages. Playing different language games, listening to music, singing songs, watching various education related films or cartoons can help learners understand target (nonnative) language. Inclusion of a wide range of activities is connected with students’ multiple intelligences as well. First founded by Howard Gardner, the theory of multiple intelligences proved to be considered by teachers while developing curricula and material designers to address most of the intelligences for achieving effective teaching-learning environment. The purpose of this book is to reveal how songs can stimulate students with multiple intelligences to learn new vocabulary . It is probably safe to say that almost everyone loves music. While not everyone appreciates the same kind of music, some like classical, while others love hard rock, jazz. Students especially enjoy listening to, discussing, and sharing their favorite music with each other. Thus, for ESP teachers who may want to “liven up” their classes, we would like to suggest that they offer their students a “music presentation day” in which they allow their students to showcase their favorite songs/singers/bands. As Thornbury S mentioned music, songs and sounds influence people’s state and mood. They evoke emotions, encourage, cure and teach. Today, we know that music and songs are used for pedagogical purposes as well. Many teachers include songs in their lesson plans to explain grammar rules, new vocabulary or concepts in a more interesting and creative way. Songs provide examples of authentic, memorable and rhythmic language. They can be motivating for students keen to repeatedly listen to and imitate their musical heroes. However, incorrectly pronounced sounds strain communication, sometimes even changing a phrase's meaning. Songs are authentic and easily accessible examples of spoken English. The rhymes in songs provide listeners with repetition of similar sounds. Students often choose to listen to songs time and again, indirectly exposing them to these sounds. Here we are going to give some activities using songs during the lesson. To summarise the above expanding your vocabulary helps a person communicative and understand more. Vocabulary us typically learning some new words which may have a same meaning from what you already know. Learning more vocabulary also helps an individual to overcome their fear of reading comprehension , public speaking , reporting and writing. One will be self-confident as he or she presents his work that had become idealistic through his or her vocabulary the best possible way. Vocabulary can be learned not by only reading your dictionary but also being aware of your surroundings. Reading newspaper, magazine, novels and listining to public speakers also helps to expand your vocabulary . Learning words that you do not know. Vocabulary enrichment is important. Vocabulary is the words that are stored or what we know words are the currency of communication and an extensive vocabulary aids expressions and communication. A vocabulary usually grows and evolves with age and serves as a useful and fundamental tool for communication and acquiring knowledge. As the aim of the study suggests, this study has its point in investigating the techniques used by the teacher in teaching English vocabulary for young learners. The findings show that the major techniques used by the teacher in teaching vocabulary to young learners can be divided into three: techniques of presentation which consists of the use of pictures and drawings, meaning definition, translation; techniques of practicing which consists of repetition and test/exercise; and techniques of training which consists of asking for others and the use of dictionary. Those techniques were used by the teacher in order to the students involve into the learning and finally understand the lesson well. At last, the result of the use of vocabulary teaching techniques can be seen from the students involvement during the teaching-learning and the students’ good retention of words. Learning vocabulary through technique is one effective and interesting way that can be applied in any classrooms. It is suggested that games are used not only for more fun, but more importantly for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative comptence. The use of games also enhanced learn vocabulary. It also improves learners' ability to memorize the words effectively. Games provide comprehensible input while learnes interact inte group, allowing students to clarify meaning of words in such contexts. A successful teacher can use many efficient activities with his or her student in their enriching vocabulary knowledge. It depends on the abilities and levels of his students not all vocabulary are taught in same way some are difficult, some have normal difficutly and some easy. On final note, we are as teachers have to create the motivation for our students to learn and enrich their knowledge of vocabulary .

Activity 1 We can choose six words from a song from which minimal pairs can be created by. – heaven — even – hunger — anger – man — mad (From 'Imagine' by John Lennon) We write the pairs separately on cards and give out one set per group of four or five students. The students then match the pairs. They then listen to the song and 'grab' the correct one. Choices are then checked against the lyrics.

Activity 2 We give out the lyrics, with certain words for students to guess the number of syllables, leaving a space by each word to write the number in. Students then listen, checking their predictions. At higher levels, we repeat the activity, with students underlining the stressed syllable whilst listening. We then drill these words and sing or chant the whole song through. Here using songs is to focus on connected speech. Connected speech is the natural way we speak, linking together and emphasizing certain words, rather than each word standing alone. Contractions (two words forming one) are an extreme example of the way we connect speech, to the extent that the written form too is affected. Songs, and especially the chorus, provide real and 'catchy' examples of how completely phrases are pronounced often to the extent that students find it difficult to pick out individual words. Songs, like other spoken texts, are full of contractions. Students can be keen to reproduce this, in order to sing the song as they hear it.⁸