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USING SONG MATERIAL TO IMPROVE STUDENTS' VOCABULARY
Djavatova O (SamDCHTI magistranti)
Formation of lexical skill involves the mastery of learning rules correlating
specific lexical unit with other lexical units in the lexical group,
mastering the
skills of selection and using vocabulary and semantic perception of lexical units in
the text. At primary level of teaching children are receptive, quickly memorize and
reproduce the lexical structure, especially if they have rhymes or just accompanied
with music.
Many teaching courses for primary school song material is introduced as a
natural part in studying various lexical topics. The teaching course "Kids 1" and
“Kids 2” offers children wonderful, catchy songs in almost every lexical subject. I
especially want to draw attention to "What colour do you like?", in which all
colours goes along with noun describing the object - words that are always difficult
children learn at an early stage of learning. In the book "Wonderland.Pre-Junior"
(Longman) rhymes with music on the theme of "Body Parts", "Food" and others
are well organized. Students quickly remember prepositions of place and
movement if teachers use the song-playing from a textbook "English Together 2"
"We're going on a bear hunt". If the teacher has the
opportunity to work in an
elementary school for any of these benefits songs and rhymes are indisputable part
of the lesson which help them to consolidate lexical material in a lively. The
advantage of using the courses in which the song material submitted by the authors
as a logical and necessary part of the work is obvious - the teacher is not required
to search for songs and poems verifying whether all the appropriate vocabulary
combined with other exercises of the lesson.
As if it is impossible to use songs according the book, there are numerous
collections of audio and video disks, computer programs with music and songs.
However, the use of all this requires teachers time-consuming, but the
results are
worth it.
Pop songs are popular in the EFL classroom for a number of reasons, though
they are rarely regarded as poetic texts, or as models of creative English
composition. Rather than using them solely for listening comprehension and close-
tests, however, this paper suggests that pop-songs and their lyrics are valuable
sources of contemporary cultural information and models of authentic language
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use. If we look at Yesterday by Paul McCartney (1965), for example, we have an
initial three-line rhyming stanza, with the first word
providing the rhyme sound
day and
being repeated at the end of the third line,
suddenly being used to rhyme
with be, and me, etc.
We thus have a simple metrical and rhyming pattern for a poem about lost
love (a popular topic for middle school and high school students), and students can
work on this template in groups, designing their own version of this pop-song
which they know so well. The meter of this poem is simple and consistent and has
many instances in which nine short syllables follow each other without break:
all
my troubles seemed so far away. This is significant in terms of pronunciation
practice, since students who mimic the artists when singing this song, will
reproduce the correct phrasal structure of the sentence, and will not be tempted to
enunciate
the Konglish version, in which a neutral vowel sound is added to
syllables ending with a consonant:
troublesuh seemeduh so
faruh awayuh. Thus, a
visit to the local singing room (no-reh-bang) can be beneficial in terms of acquiring
correct appreciation of sentence-level pronunciation and intonation rules, in
contrast to a discrete-item study of minimal pairs, which takes no account of
sentence flow and the relative stress of words as they appear in different
combinations.
In addition, songs and music material can be successfully used not only in the
teaching
aspects of the language, but also in the formation of speech activity. At
the primary level of learning English using monologue sand dialogues is very
effective for learners, as its development largely depends on the development of
speech activity in the native language. Phrases are presented and memorized to
child, without explaining grammatical or structural analysis of the phrase. The
fundamental point here is the use of an authentic sample of the speech, and here
songs and poems have many advantages over the prosaic material. They are easy to
present, easy to remember. The authentic song material
can often be founded as
whole phrase or as individual lexical item which is specific to speech. For
example, a well-known English children's song "Two fat gentlemen …" in which a
welcome phrase “How do you do?” as a chorus is repeated several times. The
context of the song is based on the story of the meeting two gentlemen who
introduced to each other. Phrase in the song are quickly remembered and there is a
situation where learners need to use it. The well-known song "Good morning!" is
essential whole prepared dialogue through which children learn to say hello, ask
how things are going and to say goodbye. A very effective way to remember how
to ask about the time and answer correctly to this question is taught by the "What
do you do at this time?" and "What does the clock say?". In addition, the process
of learning songs by heart and say them in the first lessons in choir, later
individually or in pairs serves as the development of speaking
skills in a foreign
language. Children willingly and easily taught songs and poems, both in native and
foreign languages. Rhymed speech is familiar to them and more natural than the
simple one, because they are easier to remember. This psychological feature of
students’ memory actively used in teaching English.
