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Hello Goodbye’ MASARYK UNIVERSITY FACULTY OF EDUCATION Bachelor Thesis Brno 2007 Daniela Galandrová MASARYK UNIVERSITY FACULTY OF EDUCATION Department of English Language and Literature POPULAR MUSIC AS A SPRINGBOARD TO GRAMMAR TEACHING Bachelor Thesis Brno 2007 Supervisor: Author: Mgr. Gabriela Oakland Ing. Daniela Galandrová Prohlašuji, že jsem bakalářskou práci zpracovala samostatně a použila jen prameny uvedené v seznamu literatury. Souhlasím, aby práce byla uložena na Masarykově univerzitě v Brně v knihovně Pedagogické fakulty a zpřístupněna ke studijním účelům. Daniela Galandrová ................................. 3 I would like to express my gratitude to Gabriela Oakland, for her valuable suggestions and help during the completion of this work. 4 CONTENT 1. INTRODUCTION......................................................................................................7 1.1. The aim of the work ...........................................................................................7 1.2. The concept of the work.....................................................................................8 1.3. The notes ............................................................................................................8 2. THEORETICAL PART..............................................................................................9 2.1. The introduction to the theoretical part ..............................................................9 2.1.1. The aim of the theoretical part ....................................................................9 2.1.2. The methodology of the theoretical part .....................................................9 2.2. Songs in English language teaching..................................................................9 2.2.1. The importance of songs in English language teaching..............................9 2.2.2. The kinds of music and songs in English language teaching....................11 2.2.3. The procedures for presentation of songs in English language teaching..12 2.2.4. The use of songs in English language teaching ........................................13 2.3. Through song listening to grammar teaching....................................................15 2.3.1. Listening as a language skill .....................................................................15 2.3.2. Grammar teaching in a language system ..................................................16 2.3.3. Grammar teaching through song listening ................................................16 3. PRACTICAL PART .................................................................................................19 3.1. Introduction to the practical part ......................................................................19 3.1.1. The aim of the practical part .....................................................................19 3.1.2. The methodology of the practical part ......................................................20 3.1.3. Used abbreviations....................................................................................20 3.1.4. The notes ...................................................................................................20 3.2. Songs in English language lessons and students’ attitude ...............................21 3.3. Lesson Plans using the songs by the Beatles...................................................29 ‘All You Need Is Love’ ..............................................................................................30 ‘I’ll Follow the Sun’....................................................................................................33 ‘She’s Leaving Home’ ................................................................................................36 ‘Hello Goodbye’..........................................................................................................39 ‘Tell Me What You See’.............................................................................................42 4. CONCLUSION.......................................................................................................45 RÉSUMÉ .........................................................................................................................46 BIBLIOGRAPHY.............................................................................................................49 5 APPENDIX......................................................................................................................51 Picture of the Beatles.......................................................................................52 ‘All You Need Is Love’ .......................................................................................53 Exercise PASSIVE VOICE...............................................................................54 ‘I’ll Follow the Sun’............................................................................................55 Exercise MODAL VERB ‘MAY’.......................................................................56 Exercise CONTRASTIVE LINKING DEVICE ‘THOUGH’ ........................57 ‘She’s Leaving Home’........................................................................................58 Telling story picture ‘She’s Leaving Home’................................................59 ‘Hello, Goodbye’..................................................................................................60 Exercise ADJECTIVES - ANTONYMS .........................................................61 ‘Tell Me What You See’ ....................................................................................62 Exercise CONDITIONAL CLAUSES..............................................................63 6 1. INTRODUCTION "Music is such a fundamental manifestation of culture and of the human need to communicate that it is inextricably associated with language." Cranmer and Laroy (1992:1) The idea of using music in teaching languages is not new. Laroy (l993) mentions songs in connection with language teaching as early as in the Middle Ages. Music is considered a natural and effective vehicle for first and second language acquisition. A number of theorists assimilate music to a tool which fosters language retention and production in young learners and helps acquire vocabulary, grammar, improve spelling and pronunciation, and develop the linguistic skills of reading, writing, speaking and listening. Music in class also plays an irreplaceable role as an ideal means of motivation, as motivation is one of the most important factors in any learning. (Cranmer and Laroy, 1993). Music is three dimensional. A song is more than words on paper. It conveys a message. Researchers have found that music trains the brain for higher forms of thinking. The use of music in first language acquisition is easy to see. (URL 4) 1.1. The aim of the work The idea of the concept of the work occurred during my short teaching practice at grammar school, where I noticed that some parts of Second Language Acquisition (SLA) were less attractive than other ones. One of the least popular aspects in SLA was grammar acquisition; therefore, I started to look for an effective and motivating way of teaching grammatical issues. Music seemed to me as one of the most convenient and interesting tools to present grammatical issues in a natural way, close to students’ thinking. 7 1.2. The concept of the work The Bachelor Thesis called ‘POPULAR MUSIC AS A SPRINGBOARD TO TEACHING GRAMMAR’ is, for a better orientation and clarity, divided into two parts. The first part is based on theoretical data and information, and is devoted to the introduction to the problems and issues connected with incorporating music in English language teaching. In this part, the reader can find a theoretical background extracted from specialized publications, magazines, articles and online information sources. The keystone of this part is a general determination of basic conception and activities connected with the given theme. The main body of the practical part is created by a set of lesson plans. All the presented lesson plans have one in common – the use of the songs by the Beatles. Choosing and selecting the proper songs for my lessons, I realised the potential and suitability of the Beatles’ songs. Practically all the students are familiar with their tuneful and easy-to-remember melodies; and the structure of the lyrics offers an effective use in grammar teaching. 1.3. The notes The term “music” can be approached in two senses, broader and narrower. In a narrower context, it means any rhythmic, melodic, or harmonic grouping of sounds that is specifically composed and that forms a unity so as to convey a message, to communicate, or to entertain. (URL 1). In a broader context, which is also used in many specialized publications dealing with the theme of my thesis, music refers to a song, which is defined as a relatively short musical composition. Songs contain vocal parts that are performed with the human voice and generally feature words (lyrics), commonly accompanied by other musical instruments (URL 2). In the whole thesis, when I refer to music used in class, a song with lyrics is meant. While by the term Second language acquisition - SLA, the process by which people learn languages in addition to their native language(s) is meant. The term second language is used to describe any language whose acquisition starts after early childhood (including what may be the third or subsequent language learned) (URL 5). 8 2. THEORETICAL PART 2.1. The introduction
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