Abstract
The purpose of this research paper is to demonstrate how music can be used in the classroom by describing several methods and providing resources, as well as to demonstrate why music can benefit foreign language learning by reviewing research on the impact of music-related methods on EFL learning and teaching. The researchers relied upon the previous studies and critical and scholarly texts. This study adopts a descriptive study design, which is comprised of a quantitative study in various contexts. The results demonstrated that the complexity found in the foreign language teaching process emerges from the social and cognitive needs of the EFL learners that in most cases are ignored intentionally or unintentionally. Moreover, the process of second language learning comes with a lot of anxiety and peer pressure. Hence, it is concluded that song and music can certainly be considered as one of the useful language learning tools that aid second language teaching without putting a lot of academic pressure on the learners. The implication that can be inferred is that English teachers need to offer a learning environment that is anxiety free and at the same time serves the purpose of learning through fun activities. Songs and music can be proven to be an effective listening activity that has multiple benefits to offer. Particularly in the case of young and elementary learners, music has been used widely to teach important concepts in a fun way by second language teachers.
Highlights
Given the usefulness of the songs, this paper aims to analyse the pedagogical functions of music and songs in teaching English as a second or foreign language. e paper describes the educational functions of music and songs in English teaching by reviewing the researches in the field of learning English as a foreign language (EFL) and teaching English as a foreign language (TEFL)
Kusnierek [35] explains that there are two major motives behind using music in English language teaching classes including motives to meet the cognitive needs of the learners as well as to enhance effectiveness. e Krashen Affective Filter Hypothesis (1982) describes these affective factors as an explanation for the differences between the learning abilities of two learners. is is further explained by Saricoban and Metin [36] who have observed that songs can enhance the performance of EFL learners in all four linguistic areas concerned with listening, writing, speaking, and reading
Conclusion e English songs represent the current picture of the world through the eye of native speakers. ey can reflect the aspirations, motivations, cultural trends as well as the fears, anxieties, joys, and opinions through the lyrics that help EFL learners to comprehend the culture of the targeted language
Summary
Music has always been a uniting cultural phenomenon throughout human history. Every cultural practice carries significant information about the respective culture and individuality. Music and songs do not have a single purpose of entertaining; instead they offer a diverse range of educational functions. E complexity found in the second language teaching process emerges from the social and cognitive needs of the learners that in most cases are ignored intentionally or unintentionally [1, 2]. The process of second language learning comes with a lot of anxiety and peer pressure. English teachers need to offer a learning environment that is anxiety free and at the same time serves the purpose of learning through fun activities [3, 4]. Songs and music can certainly be considered as one of the useful language learning tools that aid second language teaching without putting a lot of academic pressure on the learners
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