Teaching Listening Skills to Young Learners through “Listen and Do” Song”

Academic Writing 2
Teaching Young Learners
Subject: Academic Writing
Ibragimova Barno
Yeoju Technical Institute in Tashkent
Teaching Listening Skills to Young Learners through
“Listen and Do” Song”

If it is true that the most significant results of early language education are listening abilities (Demirel 2004), then explains the continual desire for strategies that successfully develop learners' listening skills. One of the most entertaining methods to exercise and strengthen listening skills is through songs. Songs, chants, and rhymes are usually included in any syllabus for teaching English as a Second/Foreign Language (ESL/EFL) to young learners (YLs) (Bourke 2006). Musical expression is an important element of the human experience, and children actively respond to and appreciate music. Teaching YLs, according to Klein (2005), is not the same as teaching adults. YLs have a tendency to shift their mood every minute or so, and they have a hard time sitting still. Children, on the other hand, are more motivated. The most prominent features of songs that reinforce language acquisition include their rhythmic and repetitive nature and the joy that the association between melody and content brings to the learning activity. Children have a keen awareness of rhythm, and they have not yet experienced the anxiety that can accompany learning a second language (Krashen 1981). Therefore, songs are considered to be a sine qua non of teaching.

Creative drama and vocabulary teaching to young learners. Young learners learn vocabulary quickly but take longer to master structures because words have clear, immediate meanings whereas structures are less obvious. To cement the words in their minds, the students shoul encounter and use them in appropriate circumstances. This aids in the formation of a vocabulary network by establishing their relationship to other terms. The way words are taught, according to Duffelmeyer and Duffelmeyer (1979), is significant since it influences how well they are truly understood. It is frequently the case that the learner's understanding is limited to the surface meaning of a term, with the essential meaning of the word absent. One option to prevent this problem is to employ a strategy that immediately connects the words to the student's experiences. Word learning requires active participation from students. In the confines of a typical classroom, this may be problematic. Creative theater is an efficient teaching method that delivers psychological as well as intellectual meaning. Simply put, the goal of vocabulary learning is to make dealing with words fun. Creating a classroom environment where words are enjoyable and word play is encouraged can be a powerful antidote to the all-too-human fear of making mistakes, which can easily stifle learning (Thornbury, 2002).