Öz
The
English language day by day is becoming ever increasingly important in the
world. Music in foreign language education can be seen as a helpful method that
spontaneously livens the learning atmosphere. In this paper, we are arguing for
(the use of) songs that stir and inspire “social change” and that are an
“authentic” part of pop culture as being an effective means of teaching
English. We recommend that the songs used in this paper be for intermediate and
advanced-level students and/or high school students in grade 9 and above. The
researcher behind this paper had 18 years of experience teaching English in
every sort of institution within the Turkish National Ministry of Education as
well as five years of experience of teaching Turkish abroad. The researcher aims
to show—through examples—the benefits of using this all-stirring and inspiring
protest music in the English language classroom alongside the opportunity
within for students to study a county’s social movements. Students’ renewed
enthusiasm as well as what language instruction gains through this enlivened
classroom is also defended.
Kaynakça
- Cloonan, M. (2007), Popular Music and the State in the UK: Culture, Trade or Industry? Series: Ashgate popular and folk music series. Aldershot: Ashgate. ISBN 9780754653738. Coe, N. (1972). What use are songs in FL teaching? International Review of Applied Linguistics in Language Teaching, 10(4), 357-360. Crystal D. English as a Global Language. 2nd еd. Cambridge: Cambridge University Press, 2003. Daniels, M. (2003). Using a signed language as a second language for kindergarten students. Child Study Journal, 33(1), 53-70. Green-Demers, I., & Pelletier, D. (2003). Motivations, objectifs et perspectives future des e´le`ves du secondaire—Re´gion de l’Outaouais [Motivation, goals, and future perspectives of high school students of the Outaouais area] (Vol. 1–14). Gatineau, Quebec, Canada: Universite´ du Que´bec en Outaouais Griffee, D. (1989). Editorial Introduction. The Language Teacher, XIII(5), 3 Harmer J. The Practice of English Language Teaching. 4th еd. N.Y. : Pearson Education Ltd., 2007 Hatasa, Y. A. (2002). The effect of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. Modern Language Journal, 86(3), 349- 367 Mora, C.F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152 Murphey, T. (1990). The Song Stuck in My Head Phenomenon: A Melodic Din in the LAD? System, 18(1), 53-64. http://dx.doi.org/10.1016/0346-251X(90)90028-4 Nagy, W., & Herman, P. (1987). Breadth and Depth of Vocabulary Knowledge: Implications for Acquisition and Instruction. In McKeown, M., & M. Curtiss (eds.), The Nature of Vocabulary Acquisition (pp. 19-35). Hillsdale: Erlbaum Publishers.
Öz
İngilizce
dili dünyada günden güne daha da önemli hale gelmektedir. Ders esnasında
kullanılan müzik, öğrenme atmosferini aniden renklendiren bir metod şeklini
alabilir. Makalemizde sosyal değişimlere de sebep olabilen şarkı türlerinin
sınıflarda uygulanmasının genel olarak öğretmenlerin otantik materyal
kullanımına olan bakış açılarını da etkileyeceğini düşünüyoruz. Makalemizdeki
bütün şarkıları “intermediate’ den advanced” düzeyine kadar olan ve dokuzuncu
sınıfdan büyük öğrenci grupları için önermekteyiz. 18 yıl Türkiye Milli Eğitim
Bakanlığına ait her türlü eğitim öğretim kurumunda İngilizce öğretmenliği
tecrübesine ve beş yıl yurtdışında yabancılara Türkçe öğretimi tecrübesine
sahip araştırmacı, sosyal değişimi teşvik eden, buna ilham veren müzik
şarkılarının ingilizce sınıflarında kullanılmasıyla beraber oluşan faydaları
örnekleriyle göstermektedir. Sınıflarda oluşacak bu renkliliğin de öğrenciler
tarafından ilginç bulunacağı ve dil öğretimine katkı sağlayacağı
savunulmaktadır.
Anahtar Kelimeler
Özgün müzik; kültür; değerler eğitimi; karakter gelişimi; konuşma
Kaynakça
- Cloonan, M. (2007), Popular Music and the State in the UK: Culture, Trade or Industry? Series: Ashgate popular and folk music series. Aldershot: Ashgate. ISBN 9780754653738. Coe, N. (1972). What use are songs in FL teaching? International Review of Applied Linguistics in Language Teaching, 10(4), 357-360. Crystal D. English as a Global Language. 2nd еd. Cambridge: Cambridge University Press, 2003. Daniels, M. (2003). Using a signed language as a second language for kindergarten students. Child Study Journal, 33(1), 53-70. Green-Demers, I., & Pelletier, D. (2003). Motivations, objectifs et perspectives future des e´le`ves du secondaire—Re´gion de l’Outaouais [Motivation, goals, and future perspectives of high school students of the Outaouais area] (Vol. 1–14). Gatineau, Quebec, Canada: Universite´ du Que´bec en Outaouais Griffee, D. (1989). Editorial Introduction. The Language Teacher, XIII(5), 3 Harmer J. The Practice of English Language Teaching. 4th еd. N.Y. : Pearson Education Ltd., 2007 Hatasa, Y. A. (2002). The effect of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. Modern Language Journal, 86(3), 349- 367 Mora, C.F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152 Murphey, T. (1990). The Song Stuck in My Head Phenomenon: A Melodic Din in the LAD? System, 18(1), 53-64. http://dx.doi.org/10.1016/0346-251X(90)90028-4 Nagy, W., & Herman, P. (1987). Breadth and Depth of Vocabulary Knowledge: Implications for Acquisition and Instruction. In McKeown, M., & M. Curtiss (eds.), The Nature of Vocabulary Acquisition (pp. 19-35). Hillsdale: Erlbaum Publishers.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 27 Ekim 2017 |
| Gönderilme Tarihi | 12 Eylül 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 3 Sayı: 4 |
Kaynak Göster
İlgi, katkı ve desteğiniz için teşekkür eder, iyi çalışmalar dileriz.
