Teaching listening with songs

The actuality of the theme: this course work discusses the peculiarities, advantages and disadvantages of using songs in listening lessons
The object of the course work is the process of teaching English language.
The subject of the work is to study the variety of methods and ways and their effectiveness of teaching listening with songs.
The aim of the research is to distinguish make English teachers aware of importance of using songs in teaching English language.
The methods of the course work are descriptive method and comparative method.
The structure of course work consists of introduction, two main chapters, conclusion, resume and the list of used literature.


CHAPTER I IMPORTANCE OF SONGS IN LISTENING
COMPREHENSION SKILLS


1.1 THE CONCEPT OF LISTENING

Many attempts have been done to define listening till this day. According to Howatt and Dakin (1974), listening is the capability of identifying and understanding what others are saying. It is a process of understanding the speaker's accent or pronunciation, grammar and vocabulary, and comprehension of meaning. In language teaching, the term "listening" refers to a complex process that allows us to comprehend spoken language. According to this idea, hearing includes not just perceiving sounds but also comprehending their meaning. Students must also understand the role of the sentence when it is used in real-life communication (Carter, 2001: 7). Listening is a talent that allows you to receive information. Rather than producing language, people acquire it. According to Mukmiatun (2009), listening is an imperceptible mental process that is difficult to express. Listeners must be capable of differentiating sounds, comprehend vocabulary and grammatical structures, and interpret this information both within the immediate and larger socio-cultural context of the utterance. Listening, according to Nunan (1970), is the ability to recognize and understand what other people are saying. Furthermore, listening is one of the key language skills. People have traditionally overlooked the importance of listening while overemphasizing the importance of reading and writing in learning (Qiu, 2006; Cook, 2001; Rost, 2005). One of the most important skills in any language is the ability to listen. Listening is the foundation of speaking and writing as a kind of input. Because the two output abilities are more challenging, if a learner does not acquire good listening input, they may struggle in writing and speaking. Listening is crucial because it allows learners to set the groundwork for speaking and writing. Students can learn to pronounce words correctly and learn a number of useful words, phrases, and sentences via listening. Listening itself in real-life communication is not the same as daily listening. It means that the listening exercises taught in the classroom will prepare students for real-life listening situations outside of the classroom. Therefore, the listening process gets a lot of attention as a foundation for students in a real-life setting. To provide pupils with listening skills training that will prepare them for listening outside of the classroom creative activities should be provided by the teacher. The students can then translate real-life classroom listening experiences to communicate in real-life listening situations.

Teaching is the process of directing and facilitating learning, and language learning is dependent on listening. Listening offers the aural input that allows learners to interact in spoken communication and works as the foundation for language acquisition. Effective language teachers demonstrate to pupils how to adapt their listening behavior to a variety of contexts, types of input, and listening purposes. They support students in developing a set of listening skills and matching them to the right listening circumstance. Listening, according to Nunan (2003), is an active, meaningful process of making sense of what we hear. Listening is a very active skill, contrary to popular notion that it is a passive skill that is normally classified as a receptive skill. When someone listens to anything, he not only receives information, but also reacts to it by linking or contrasting the new information to previous or existing knowledge. Listening is a perception activity that can be divided into three types depending on the purpose. The first is listening to repeat, in which students engage in listening activities in order to be able to repeat the words heard during practice, with the emphasis on proper pronunciation. Listening to understand is the second type; the goal of this type of listening is to develop and practice students' comprehension. Using task-based listening where the students are given a listening material and asked to answer questions to complete a task based on the knowledge provided in the listening material is a common method employed in this type of listening. Listening to communicate is the third type of listening; this activity aims to improve students' communication skills and their abilities to speak fluently and meaningfully. This is accomplished through the integration of all language skills, as well as the development of the skills of anticipating questions, understanding questions, taking notes, and practicing pronunciation (Diaz-Rico, 2004: 145-154).