Listening skills in English as a foreign language

THE IMPORTANCE OF MUSIC IN LEARNING ENGLISH OF A1 LEVEL LEARNERS BASED ON KIDS ENGLISH
CONTENT
INTRODUCTION……………………………………………………..3
CHAPTER I Developing foreign language skills through songs…..5
1.1 Listening skills in English as a foreign language ……………….5
1.2 Approaches to teaching listening skills………………………….11
CHAPTER II Motivation in learning English as a foreign language…………………………………………………………….…16
2.1 Songs in learning English as a foreign language………………………….19
2.2 Songs and learning models-……………………………………..19
CONCLUSION……………………………………………………….32
LIST OF LITERATURE…………………………………………….34

INTRODUCTION
The purpose of this research is to discuss and suggest ways of developing listening skills and of increasing the motivation for learning English as a foreign language. Based on the information gathered during this study’s empirical part, it may be inferred that teaching with songs (both with and without musical accompaniment) is one of the most suitable ways of utilizing authentic language material to develop learners’ listening comprehension while increasing their motivation. Both the test and control groups in this study progressed in terms of their listening skills following the project. Although each group received songs in a different way (with and without musical accompaniment), both achieved significantly higher scores on the English-language post-test and motivation questionnaire than on the pre-test and initial motivation questionnaire. This may be due to the fact that students felt motivated when engaging with authentic language materials; furthermore, learners’ ages and social contexts corresponded with the genres of music utilized during the lesson component.
This research has nine chapters and they are based upon two sections; a theoretical section and an empirical section. Each one of them is divided into chapters. The theoretical section has six chapters which discuss the problem statement, listening skills, motivation, songs, educational games, and the Montessori pedagogy. The empirical section has two chapters which elaborate the settings of the study and the results. The last chapter presents the conclusion, recommendations and suggestions for further research. Teachers tend to focus on what the correct answers are to a listening passage, rather than why students fail to get them. We perhaps do not spend enough time looking at how students are mishearing or failing to hear, or whether there is in fact more than one possible answer. If enough students do not get the right answer, my typical reaction is to play that section of the tape once more, and hope that hearing it again will magically help the students to get the answer next time. I do not look at what might be causing the problem. This goes with a tendency for me as the teacher to focus on the product of listening