MASARYK UNIVERSITYFACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
MUSIC AS A PEDAGOGICAL TOOL IN AN ENGLISH LANGUAGE CLASSROOM
Diploma Thesis
Brno 2010
Supervisor: Written by:Mgr. Jaroslav Suchý Bc. Martina Coufalíková
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Bibliographical description
Coufalíková, Martina. Music and a Song as a Pedagogical Tool in an English
Language Classroom: diploma thesis. Brno: Masaryk University, Faculty of
Education, Department of English Language and Literature, 2010. Diploma
thesis supervisor Mgr. Jaroslav Suchý.
Anotace
Diplomová práce se zabývá možnostmi použití hudby a písně jako
pedagogického nástroje ve výuce anglického jazyka. Práce je rozdělena na část
teoretickou a praktickou, kde v rámci teorie pojednává o evoluci jazyka a
hudby a působení hudby na lidské tělo. Poslední část řeší problematiku
jednotlivých jazykových dovedností v souvislosti s integrací hudby do výuky.
Praktická část se zabývá výzkumem, jeho zpracováním a plány výuky. Cílem
práce bylo využít teoretických poznatků získaných výzkumem a na jejich
základně vytvořit plány hodiny s různorodými cvičeními, které splňují
požadavky plynoucí z výsledků dotazníku, na němž byl výzkum postaven.
Annotation
The diploma thesis examines the possibilities of using music and song as a
pedagogical tool in an English language classroom. The study is divided into
theoretical and practical parts. Within the theory, the evolution of music and
the brain, and the affects of music on the human body is discussed. The last
section resolves an area of all language skills in association with music and it's
integration into a lesson.
The practical part manages the research, it's evaluation and lesson plans. The
main aim was to apply theoretical information carried out from the research
and on their basis, create lesson plans with various excercises, which fulfil the
requirements gained from the research questionnaire.
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Klíčová slova
hudba, píseň, pedagogický nástroj, anglický jazyk, výuka, výzkum
Keywords
music, song, pedagogical tool, English language, teaching, research
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Prohlášení
Prohlašuji, že jsem závěrečnou diplomovou práci vypracovala samostatně, s
využitím pouze citovaných literárních pramenů, dalších informací a zdrojů v
souladu s Disciplinárním řádem pro studenty Pedagogické fakulty
Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o
právech souvisejících s právem autorským a o změně některých zákonů
(autorský zákon), ve znění pozdějších předpisů. Souhlasím, aby práce byla
uložena na Masarykově univerzitě v Brně v knihovně Pedagogické fakulty a
zpřístupněna ke studijním účelům.
Declaration
I declare that I worked on my Final Diploma Thesis on my own using only
cited literary sources, other information and sources in agreement with the
Disciplinary Regulations for Students of Faculty of Education at Masaryk
University and with the Law 121/2000 Coll., on Copyright, Rights Related to
Copyright and on the Amendment of Certain Laws (Copyright Law),
Subsequently Amended. I agree with the storage of this work in the library of
the Faculty of Education at Masaryk University in Brno and making it
accessible for study purposes.
…………………………………
Brno, 20th April 2010 Bc. Martina Coufalíková
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Poděkování
Chtěla bych poděkovat mému vedoucímu práce panu Mgr. Jaroslavu Suchému,
za jeho podporu a odborné vedení během psaní mé diplomové práce.
Acknowledgement
I would like to thank my supervisor, Mgr. Jaroslav Suchý, for his support and
expert assistance throughout the writing process.
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CONTENTS
BIBLIOGRAPHICAL DESCRIPTION..................................................................................................2
ACKNOWLEDGEMENT.........................................................................................................................5
CONTENTS................................................................................................................................................6
1. INTRODUCTION.................................................................................................................................8
1.1 HISTORICAL OVERVIEW ‒ MUSIC AND SPEECH.......................................................................................101.2 PRACTICAL POINT OF VIEW .................................................................................................................111.3 RESEARCH QUESTIONNAIRE AND IMPORTANCE OF THE STUDY..................................................................12
2. PHYSIOLOGICAL AND PSYCHOLOGICAL REACTION TO MUSIC.................................14
2.1 MUSIC AND THE BRAIN........................................................................................................................152.1.1 Left and Right Hemisphere..................................................................................................17
2.2 SUGGESTOPAEDIA.................................................................................................................................182.3 LANGUAGE AND THE BRAIN..................................................................................................................19
3. WHY USE MUSIC AND SONG AS A TOOL IN AN ENGLISH LANGUAGE CLASSROOM..........................................................................................................................................21
3.1 MUSIC AND LANGUAGE SKILLS.............................................................................................................223.1.1 Productive Language Skills..................................................................................................22
3.1.1.1 Music and Speaking....................................................................................................223.1.1.2 Music and Writing.......................................................................................................23
3.1.2 Music and Grammar.............................................................................................................243.1.3 Music and Vocabulary..........................................................................................................243.1.4 Music and Cultural Awareness............................................................................................25
3.2 RECEPTIVE LANGUAGE SKILLS...............................................................................................................263.2.1 Music and Listening..............................................................................................................263.2.2 Music and Reading................................................................................................................27
3.3 MUSIC AND MOTIVATION ....................................................................................................................273.4 SUMMARY OF THE THEORETICAL PART...................................................................................................28
4. RESEARCH..........................................................................................................................................29
4.1 METHODOLOGY AND DESCRIPTION OF THE RESEARCH.............................................................................294.2 RESEARCH HYPOTHESES AND QUESTIONNAIRE.......................................................................................314.3 RESULTS OF THE RESEARCH QUESTIONNAIRE..........................................................................................31
Question number 1 – How old are you?.....................................................................................32Question number 2 - My gender is?.............................................................................................32Question number 3 - Which of the following language skills are the easiest for you? .......33Question number 4 - How many times do you practice listening in your English classes?34Question number 5 – Write the name of your favourite song..................................................35Question number 6 - Write the name of your favourite singer................................................36Question number 7 – Tick the sentence which best expresses your opinion.........................38Question number 8 - Does your teacher use music during your English classes?...............39Question number 9 - My teacher uses music during our English classes when...................40Question number 10 - Does your teacher use lyrics of English songs during English classes?.............................................................................................................................................41Question number 11 - Would you like to work with English songs during your English classes?.............................................................................................................................................42
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Question number 12 - What kind of source do you use when searching for music?...........43Question number 13 - Tick the sentence which comes from your experience......................44Question number 14 - In which parts of your English lesson except listening exercises would you like to use music?........................................................................................................45Question number 15 - Do you think that music can help you improve your English?........46Question number 16 - Do you sing?............................................................................................48Question number 17 - Do you or did you play any musical instrument?..............................48Question number 18 - What musical instrument do you play?...............................................49Question number 19 - What was your age when you started to play musical instrument?...........................................................................................................................................................51
5. DISCUSSION OF THE STUDY RESULTS....................................................................................52
5.1 HYPOTHESIS NUMBER 1 ‒ EVALUATION.................................................................................................52Dependency of questions number 3 and 19:...............................................................................52
5.2 HYPOTHESIS NUMBER 2 – EVALUATION.................................................................................................53Dependency of questions number 3 and 13 (see 4.3):...............................................................53Dependency of questions number 13 and 17:.............................................................................55
5.3 HYPOTHESIS NUMBER 3 – EVALUATION.................................................................................................56Dependency of questions number 1 and 13:...............................................................................56
6. LESSON PLANS..................................................................................................................................58
LESSON PLAN NUMBER 1............................................................................................................................59Jamie Collum – Gran Torino – Film Soundtrack (4'31")............................................................59
LESSON PLAN NUMBER 2............................................................................................................................63Rufus Wainwright – Hallelujah – Film Soundtrack...................................................................63
LESSON PLAN NUMBER 3............................................................................................................................66Pink – Dear Mr. President (4'56").................................................................................................66
LESSON PLAN NUMBER 4............................................................................................................................68U2 – Beautiful Day (4')..................................................................................................................68
6.1 SUGGESTIONS FOR TEACHING................................................................................................................70
7. THEORETICAL AND PRACTICAL CONTRIBUTION OF THE STUDY..............................72
8. CONCLUSION....................................................................................................................................73
9. RESUME...............................................................................................................................................75
BIBLIOGRAPHY.....................................................................................................................................76
WEBLIOGRAPHY...................................................................................................................................78
APPENDIX...............................................................................................................................................81
JAMIE COLLUM – GRAN TORINO................................................................................................................81RUFUS WAINWRIGHT – HALLELUJAH..........................................................................................................85PINK – DEAR MR. PRESIDENT....................................................................................................................88U2 – BEAUTIFUL DAY...............................................................................................................................91
DISCOGRAPHY.....................................................................................................................................96
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1. Introduction
"Music is the universal language of mankind."
Henry Wadsworth Longfellow
Being a musician means that one should love music. I agree with
Murphey's statement that music is, in a sense, a kind of language. By its force,
we can communicate and share our thoughts and feelings (Murphey 1992).
What I gained through my music theory classes during my studies at a
conservatory was the knowledge of music as a system, its evolution and
relation to different fields of study. As my piano teacher said in my very first
piano lesson: "Music is a language and the language is music." I am not only a
pianist but also a piano teacher. After a few years of teaching children music, I
started to teach English at a language school. At that time, I discovered that
there is a substantial connection between these two subjects and I became quite
interested in it.
The theme of my diploma thesis is Music as a Pedagogical Tool in an
English Language Classroom. When using the term English Language
Classroom, I mean ESL - English as a Second Language. I tried to imagine my
piano classes while organizining my thoughts about this topic. How and when
I use a foreign language as a pedagogical tool during a teaching process. I
discovered that I use it when my pupils have some problems with rhythm or
melody perception, in which I attempt to find the right word, sentence or verse
to imitate the correct stress or to lead musical phrases in an appropriate way.
This method has been taught by our promiment piano pedagogues e.g. Ivan
Klánský, Jiří Skovajsa, Alena Vlasáková, Jolana Zedeková etc. during their
pedagogical career in their lectures or methodologic courses.
I gained this experience directly through their teaching as there is no
book written yet. For example, when playing a piece of music written by
German composer, a teacher has to search for the appropriate German word.
When working with a Czech piece of music, the Czech sentences are needed.
And finally, English words relate to composers who were born in English
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speaking countries. To understand this situation properly, it has to be
explicated on a real example. While teaching a Japanese student to play the
central motif of Janáček's Sonata 1.X, it was essential to use the appropriate
Czech word "Ježibaba" to interpret the rhytm correctly. All languages have
differences between main and minor stresses and it is identical with music.
This Czech word has the main stress on the first syllable and the motif has to be
interpreted exactly in the same manner. As a result of my speculation, when I
am able to use the foreign language in my music classes, I have to be able to do
it vice versa.
No question about it, music is a part of our lives. It could be a way to teach
English.
Because music is a stimulus to our sense of hearing, it is clear that
music can, and inevitably does, convey information. Music is a
great language package that comprises grammar, listening,
vocabulary and other language skills in just a few rhymes,
stated Dobrian in his study (Dobrian 1992). It can also form the basis for lessons
or it can refresh students after working hard. It helps students to gain
knowledge about foreign people, their culture and traditions.
I divided my diploma thesis into two major parts. The first part deals
with the theoretical point of view. This theoretical section covers problematics
of all language skills, music and speech relationship and their historical
overview, psychological and physiological reaction to music, and integrating
music into a learning process. I covered all of these issues into the theoretical
part as I believe it is essential to have general knowledge about these specific
areas. The second part is focused, not only on the research and its description,
but also on designing of a questionaire and it's analysis, practical suggestions,
lesson plans and exercices, which will be used in specific English lessons.
The historical overview of music and speech relationship is the first
small step in the discovery of this extensive field of study.
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1.1 Historical Overview ‒ Music and Speech
To gain a general overview, I will cover some fundamental researcher’s
opinions in this chapter. An array of studies unifies the same belief that the
evolution of music and speech began at the same time. Charles Darwin, an
English naturalist, who, as well as Dr. Blacklock, thought,
the first language among men was music, and that before our
ideas were expressed by articulate sounds, they were
communicated by tones varied according to different degrees of
gravity and acuteness (Darwin: 478).
A similar standpoint is shared by Charles D. Isaacson, who proclaimed
in a simplified way that before a man could speak he could sing. According to
Lord James B. Monboddo, a pioneer in anthropology, music has its privacy
before speech, as natural calls were primarily transformed into musical notes
and only afterwards were differentiated by articulation.
All cultures on this planet possess music as such. Pupils are told by their
history and literature teachers that before the written word, there were stories
and odes of wars. Those were passed orally from tribe to tribe and from
generation to generation by songs. According to Larrick (1991: 3), wandering
minstrels brought literature to the crowds of people in village squares. The
messenger first sang the content of the message, so he would not forget any of
it. “Those who came to listen were soon singing or chanting repeated lines and
sometimes adding new stanzas on the old pattern.”
Since time out of mind music is connected with many life situations,
such as working, dancing, reading a book, talking with friends, shopping
(muzak), singing a baby to sleep, weddings or a funeral ceremony. Songs have
various forms such as work songs which are explained by Webster as “a song
sung in rhythm with work,” lullabies, jazz chants, Christmas carols, anthems,
psalms, love songs, folk songs and many others Murphey and Alber (1985)
divides songs into six basic categories, which are friendship, joy, comfort,
knowledge, religion and love songs.
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Livingstone (1973) provided anthropological evidence that Homo
sapiens sang (non-linguistic vocalizations) before speaking. This association
can be seen with our attitude towards infants. The term “motherese” is defined
by Murphey and Alber (1985) as the highly affective and musical language that
adults use with infants. Balter (2004) mentioned,
Many researches agree that music had an evolution role. They
point to music's universality and the ability of very young infants
to respond strongly to it as evidence that music itself is hardwired
into our brains.
A number of further studies dealing with this phenomena can be found
in e.g. Merkur, 2000; or Jusczyk, 1986. This historical overview is necessary for
my introduction as well as to present the practical point of view, which is delt
with in the following chapter.
1.2 Practical Point of View
What are the further reasons to write a diploma thesis concerning music
as a pedagogical tool? It is obvious that there are many songs in textbooks
available. However, as far as my opinion is concerned, only a few of them are
up-to-date. Most of them are so called evergreens and they are known for two
or more generations.
I tried to find music as close as possible to the students' taste. As I
remembered from my grammar school years, my English teacher worked with
songs she liked. Without any question, she played Eric Clapton's songs. At that
time I was thirteen and I had totally distinct views from my teacher, including
questioning what is valuable or worthless.
I did not appreciate these songs at all but what should be mentioned
here is that despite my antipathy towards Eric Clapton, I remember all of his
song we learned fifteen years ago. This is a typical example of using music as a
memory aid in acquiring a foreign language.
My intentention in creating the questionnaire was to avoid this mistake
and find the best way to cooperate with my students through the aid of survey
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results. In other words, my intention was to find students' favourite songs and
interpret which will serve well in designing my future lesson plans.
During my teaching practise, I found out that students appreciate
lessons with music regardless of specific use. They like listening to it while
writing an essay or doing listening exercises e.g. gap-filling. All these problems
led me to compile accesible sources and create compact work from both a
theoretical and practical perspective.
1.3 Research Questionnaire and Importance of the Study
The theory of my survey and the questionnaire itself were based on the
book written by Miroslav Foret, a Czech expert on marketing, who cooperates
with prominent universities in our country. Another step in my research was to
ask, both my students and those of my colleagues who teach in language
schools, whether they are willing to cooperate with me and become a part of
my study. The majority of them are adult or near adult students. I created the
questionnaire to serve there as a tool for proving or disproving my hypothesis
(see below). Data was collected to answer the following hypothesis, which were
based on my music teaching practise:
1. When aquiring the English language, I belive there is a significant
difference in acquiring an English language between students who
started to play any musical instrument before the age of 7 and those who
started later.
2. In my opinion, there is a significant difference in acquiring the English
language between students who played any musical instrument and
those who did not.
3. I believe there is a significant difference between the younger generation
of students up to the age of 25 and the rest of the examined learners in
understanding songs with English lyrics. In addition to my hypothesis, I
assumed that not only is listening the most difficult language skill for
ESL students but also that a piano is the most frequent musical
instrument (see 4.3).
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The additional outcomes of the questionnaire were several titles of songs used
for forming my lesson plans (see 6). I need motivated and pleased students for
my performance in lectures, not those who are bored and unsatisfied.
As we can see, three hypotheses and two additional assumptions were
made. Under these conditions, a questionnaire was designed and discussed in
chapters 4, 4.1, 4.2 and 4.3 in detail. In the following paragraphs I try to reveal
the power music has on our bodies and minds.
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2. Physiological and Psychological Reaction to Music
In this chapter, I would like to show how music can affect our brain.
Music has a very strong, very definite physiological and psychological effect on
people (Lozanov 1967). Physiological benefits include, for example lowered
anxiety, heart rate, pain, and blood pressure, as well as improved respiratory
rate, recovery, and tension relief.
The human heartbeat ranges from 70-100 beats per minute; therefore,
music that has a tempo of 60 to 80 MM/min tends to aid relaxation as it
corresponds to the students’ physiological rhythm. Baroque and classical music
is suggested to be the best choice for relaxation and is highly used in
Suggestopaedia, which is a teaching method discovered by Georgi Lozanov
(more in chapter 2.2).
The influence of music on society can be clearly seen in modern history.
Music helped Thomas Jefferson write the Declaration of Independence. When
he could not figure out the right wording for a certain part, he would play his
violin to help him. The music helped him get the words from his brain onto the
paper (Storr 1992).
At the end of the 19th century when Albert Einstein, one of the most
important scientist ever, was a child, he did extremely poor in school. His study
troubles led his mother to force Einsten to play the violin. Einstein himself says
that the reason he was so smart is because he played the violin. He mostly
loved the music of Mozart and Bach (Storr 1992). Not only the 20th but also the
21st century deals with quantum of surveys from diversified fields of study.
The progress and expansion of science and it's technologies is huge. Even
though psychology does not belong to the most expanded fields such as
management or IT. It does, however, rank in a prominent place.
The next example of a musical brain relation can be seen in the article
where, according to the Association for Psychological Science (Dewar 2008),
intelligence test scores grew higher in children who took lessons in
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keyboarding or singing. In the following study (Dewar 2008), boys between the
ages of 6 and 15 who took music lessons scored higher on tests of verbal
memory than a control group of students without musical training.
A number of research studies have supported the fact that classical
music can have a positive effect on linguistic abilities. Clinical psychologist
Charles Emery of Ohio State University found that learners who listened to
Vivaldi while studying had increased scores on verbal fluency tests after their
workouts compared to those who studied without music. This is a sufficient
amount of surveys that tell us more about the psychological response to music.
In conlusion, music has power on our bodies, it can either help us or
refresh us when we are ill, depressed or tired. To understand more how music
affects our brain, I added the next chapter, which deals with the music & brain
and the language & brain relationship in depth.
2.1 Music and the Brain
Before a more detailed analysis of the human brain can occur, a
definition in crucial terms must be done. In this chapter, I would like to
elucidate these definitions of terms: music, brain, neorolinguistics,
psycholinguistic and corpus collosum. Let us have a look at the first one.
There is a huge number of definitions dealing with music as such.
Music, here I must add as well as language, most often implies sounds with
distinct pitches that are arranged into melodies and organized into patterns of
rhythm and metre. The melody will usually be in a certain mode (see the
similarity with language again), and it will often suggest harmony may be
made explicit as accompanying chords. "Music is an art, in one guise or
another, that permeates every human society. It is used for such varied social
purposes as ritual, worship, coordination of movement, communication, and
entertainment."(40) It is certain that to grasp the point the complex relationship
between music, the language and the brain, it is vital to know the general
structure of the brain.
"The human brain is a unique and complex structure; it facilitates vital
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and complicated physiological and psychological functions, such as
consciousness, mobility, emotion, and personality." (Franěk 2007) Holas
claimed, "the human brain is the powerhouse and control center for all
physiological and cognitive functions."(Holas 1988) The brain controls lower,
unconscious physiological activities such as breathing, pulse, and digestion;
and higher, conscious activities, such as thinking, reasoning, and feeling. "The
cerebral cortex is highly convoluted and the cerebral hemisphere is commonly
divided into four lobes namely frontal, parietal, temporal, and occipital."
(Holas 1988) There exists an auditory part in the frontal lobe of the cebral cortex
where an auditory trace is finished in so called Heschel gyrus. "The human
brain is unique because it contains billions of neurological connections that
work together to carry out complex functions." (Holas 1988)
An important approach to an understanding of the brain/mind
relationship has been through the study of language. "Neurolinguistics is the
study of the biological and neural foundations of language." (Ahlszén, 2006). It
studies the relation of language and communication to different aspects of
brain function, i.e. it tries to explore how the brain understands and produces
language and communication. Neurolinguistics has a very close relationship to
the psycholinguistics. Psycholinguistics is the area of linguistics that is
concerned with linguistic performance- how we use linguistic competence- in
speech (or sign) production and comprehension. "The human Brain is able not
only to aquire and store the mental lexicon and grammar, but also to access that
linguistic storehouse to speak and understand language in real time." (Fromkin
2006: 397)
To find another connection how music can affect our brain, it is essential
to explore an inseparable part of the human brain which is the Corpus
callosum. "It is an arched mass of white matter in the depths of the
longitudinal fissure, composed of transverse fibers connecting the cerebral
hemispheres."(Franěk 2007: 117)
The outcome of a comparison of thirty proffesional musicians and thirty
non-musicians was that the frontal half of the corpus callosum was markedly
bigger in the case of musicians, notably those who started with musical activity
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before the age of 7 (Franěk 2007: 118). This structural difference could be
caused by complicated and mutually independent movements of fingers on
both hands. To be coordinated properly, these sequences of movements require
communication between both hemispheres.
2.1.1 Left and Right Hemisphere
The brain consists of two hemispheres. The cerebral hemispheres are
separate by a deep groove, the longitudinal cerebral fissure. At the base of this
fissure lies a thick bundle of nerve fibres, called the corpus callosum as
mentioned in previous paragraph, which provides a communication link
between the hemispheres.
"The left hemisphere controls the right half of the body, and vice versa,
because of a crossing of the nerve fibres in the medulla or, less commonly, in
the spinal cord. Although the right and left hemispheres are mirror images of
one another in many ways, there are important functional distinctions."(30) In
most people, for example, the areas that control speech are located in the left
hemisphere, while areas that control spatial perceptions are located in the right
hemisphere.
The left hemisphere of the brain is usually called the dominant
hemisphere since it expresses thoughts in words, while the right hemisphere of
the brain controls actions, problem resolution, memory, and emotions. It
processes aural and visual information as well. Most learners use the right
hemisphere of the brain to process music, and since most instruction relies
heavily on left brain approaches, music opens an opportunity to learners who
have a strong right brain orientation.
In some cases, the left hemisphere is consider to be logic or analytical
whereas the right is synthetical. The traditional conception of cognitive
activities see the hemispheres's functions either of the left or the right one (the
processing of music in the right hemisphere and the linguistic tasks in the left
one, etc.).
The very latest point of view, refers to single hemipshere strategies,
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where sequential (analytical, logical) operation occur in the left part of the brain
and parallel (holistic, global) processing is a function of the right hemisphere.
Music is a part of both hemispheres.
Some elements (perception of melody or dynamics) are processed more
in the right cerebral hemisphere and others (rhythm or harmony) in the left
part, whether the participant is a musician or not.
The one of the best known teaching method adhering music and English
language is Suggestopaedia. I am really interested in this methodological
approach not only for its using of various techniques including art and music
but also for Lozanov's statement that: "Memorization in learning by
suggestopedic method is accelerated twenty five times over than in learning by
conventional methods." (Larsen-Freeman 1986) These are the reasons why I
would like to outline its main features in the next section.
2.2 Suggestopaedia
The term, as such, was first published in 1966 in Bulgaria and was
adopted into the English language in 1967. We can state that suggestopaedia is
one of the alternative methodologies of teaching foreign languages, which was
found by a Bulgarian scientist Georgi Lozanov. He proclaimed that
"suggestopaedia is a teaching system which makes use of all the possibilities
tender suggestion can offer." (Lozanov 1968: 11). It has been said that this kind
of method can accelerate and make the process of learning more pleasant.
Suggestopaedia highlights the use of art as an important aid of the
teaching/learning process: the ambient must be aesthetic, the teaching
materials, handbooks, plates, wall posters, all must stay under the sign of
beauty.
Courses are given to small groups, around 12 students at a time and are
intensive, meeting for four hours per day for one mouth (Krashen 1982: 143).
Each student is given a completely knew identity, which is needed to burn their
bridges of students' past experience with a language and to reduce stress as
much as possible.
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I have to add that I have tried to teach according to this method during
our seminar of Didactics this year. It is necessary to say that this method
requires a great teacher's effort and it is really time consuming as far as
preparation is concerned. Sugestopaedic features that I consider to be valuable
in an ordinary English language class are the relaxing environment associated
with a particular situation within the lesson and the fact that students are
angaged in various activities as games, quizzes or songs (Rodgers 1986).
I would like to finish this chapter with Murphy's citation: "You do not
have to be a Suggestopaedia teacher to use background music in the language
class. Experiment with your students to see how they react to just music or
song." (Murphey 1992)
2.3 Language and the Brain
The study of language has increasingly become an area of
interdisciplinary interest. Not only is it studied by speech specialists and
linguists, but increasingly by psychologists and neuroscientists as well,
particularly in understanding how the brain processes meaning.
A large-scale scientific experiment is currently under way at universities
around the world. A good examaple is the University of Washington, where has
been formed such a center, the Center for Mind, Brain, and Learning (CMBL).
The main aim of the scientists is to understand how biology and culture
cooperate to produce a young child’s remarkable linguistic, cognitive, and
social skills and the implications of those findings for society.(Kuhl 2006)
In many animals that use sound for communication, the brain is
lateralized, placing the control of sound production in one hemisphere of the
brain (usually the left); this takes place quite strongly in songbirds and
somewhat in monkeys, dolphins, and mice. The phenomenon of lateralization
is extremely strong in humans, and in the vast majority language areas are
concentrated in the left hemisphere.
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There are two major areas of the human brain that are responsible for language:
• Broca's area, which is though to be partially responsible for language
production (putting together sentences, using proper syntax, etc.).
• Wernicke's area, which is thought to be partially responsible for
language processing (untangling others' sentences and analyzing them
for syntax, inflection, etc.).
Other areas involved in language are those surrounding the Sylvian
fissure, a cleavage line separating the portions of the brain that are exclusively
human from those we share with other animals. (Blat 2007).
There are two major schools that deal with neurolinguistics science: the
localizations and the holists (Ahlsén 2006). In the 19th century the first group is
represented mostly by Paul Broca, the French anthropologist and
neuroanatomist, who concluded that the integrity of the left frontal convulsion
is responsible and necessary for articular speech.
This region "Broca’s convolution - the motor speech area." is named after
himself. The localizations were followed by "Boston scholars" namely N.
Geschwind, H. Goodglass and E. Kaplan. The holists in the past called
"connectionists" and today called "interactionists", believe that the whole brain
contributes to the broad range of language abilities that can be studied. I
definetelly agree with the "interactionists" who are represented by Loraine K.
Obler or K. Gjerlow. Even though I am not a specialist in neuroloniguistics, I
suppose that not only the left hemisphere can control the language aquisition
but also the right part of the brain is responsible for this activity.
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3. Why Use Music and Song as a Tool in an English Language Classroom
What comes to mind when I imagine the optimal English language
lesson is a possitive atmosphere in the classroom and motivated students who
enjoy the process of learning. I accept Lake's opinion of music and language,
mentioned in his essay, that according to Krashen’s Hypothesis, there are
several features relevant to music and language. Three of the most accepted
components are:
• the affective filter, the monitor model and natural input.
The affective filter hypothesis states that optimum learning occurs in an
environment of high stimulation and low anxiety. According to the theory, the
emotional state of the learner acts as a filter. Krashen sees the learner’s
emotional state as an adjustable filter that may pass or impede input needed for
acquisition.
"Many ESL students come to class in a state of uncertainty. They often
feel cut off from their native cultures and struggle to adapt, causing a
disturbance in their affective filters." (38)
Students taught in a fun and creative way love coming to class. Music is
one of the factors leading to a more successful lesson. There are many benefits
from the use of music during a lecture. A far as my opinion is concerned, music
can improve memory, motivate learning process, relax students who are in
stress, make lessons more enjoyable and improve contcentration. As Bob Lake
said,
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 second
language acquisition is easy to see (38).
21
3.1 Music and Language Skills
Music can be used in the ESL classroom to create a positive learning
environment, improve listening comprehension, build speaking
(pronunciation) certainty, reading and writing skills, increase vocabulary, and
expand cultural knowledge and awareness.
3.1.1 Productive Language Skills
3.1.1.1 Music and Speaking
"Word stress is the term used to describe the accent or emphasis given to a
particular syllable of a word, and it is a more or less invariable attribute of that
word when spoken in isolation." (Underhill 2005).
Multi-syllable words contain both stressed and unstressed syllables. Not
only are individual sounds or stress in words important but also connected
speech must be mentioned. According to Underhill:
"Continious connected speech consists of a flow of sounds which
are modified by a system of simplifications through which
phonemes are connected, grouped and modified. Stream of
speech pronunciation brings together the three branches of
practical phonology: sounds, stress and intonation." (Underhill
2005: 58).
Songs contextually introduce the features of how rhythm, stress, and
intonation affect the pronunciation of English in context. Through songs,
students can discover the natural stretching and compacting of the stream of
English speech.
When students sing, they automaticaly assume command of the
prosodic features of the langugage.
For example, the reduction of the auxiliary have to the sound /uv/ can be
heard in the song by Toni Braxton “You’ve Been Wrong for So Long: (2000)“.
The change of voicing where /v/ becomes an unvoiced /f/ under the influnce of
22
the following unvoiced /t/.
Avril Lavigne in the song "Complicated" sings "Why'd you have to go
and make things so complicated?". When words are pronounced in isolation it
sounds this way: /h v t g/ however when pronounced in connected speech as a
phrase it sounds like this: /h f t g/.
This change of sounds is technically called assimilation and it occurs
when: "a phoneme changes its quality due to the influence of neighbouring
sound. It changes to become more like the neighbouring sound, or even
identical to it" (Underhill 2005: 60).
As Roach presents, English speech is rhytmical, and that the rhythm is
detectable in the regular occurence of stressed syllables (Roach 2000: 134). As
for pronunciation, to master the correct rhythm, intonation, stress and other
parts of connected speech as assimiliation, elision or linking, is highly
demanding. Music can help students to manage these difficulties more easily
and in an atractive way.
3.1.1.2 Music and Writing
Writing is a creative part of a languge learning/teaching. I usually play music
while my students are working on their writing task. Music helps us to create a
positive atmosphere and support students' associations to the selected topic.
Even the famous fantasy writer Christopher Paolini used music during the
writing processs.
In an interview with Pulmann and Pierce, both of them are also fantasy
writers, he mentioned,
I'm a devotee of classical music and such things, and I find that
they often help capture the mood of a certain scene." He also
noted that, "Well, I listen to music while I draw, as well. I did the
maps for Eragon, and I find that listening to music always helps
me draw better (Weich 2003).
I definetely agree with this standpoint and furhtermore, I have to add that
music is accompanning me right now.
23
In some cases, music can be disruptive. Nevertheless, a teacher is obliged
to ask students whether they want to try writing with a music shading. My
own experience with students' responses towards music is positive, in most
cases. I prefer to use classical and baroque music eg. W. A. Mozart symphonies
(slow parts), J. S. Bach instrumental concertos, A. Vivaldi "The Four Seasons"
(Winter and Spring part). If the lesson is focused on different ethnic goups, I
select music according to specific ethnicity and folklore of the particular place.
One further possible activitiy is based on songs that tell a story, and
these stories can be rewritten or retold (as a speaking activity) to practice
narrative or summarizing skills or direct and reported speech (as a grammar
activity).
3.1.2 Music and Grammar
A wide range of a grammatical issues can be practised through the use of songs
in an ESL classroom. Not only can tenses, prepositions, conditionals, modal
verbs be learnt but also countable/uncoutable nouns, parts of speech or
punctuation.
My favourite song to practise conditionals is the song "One of Us" by
Joan Osbourne eg. If God had a name, what would it be and would you call it
to his face. Students fill in the gaps with the correct form of the word. When the
target grammar point is past tense, I use the famous song performed by John
Travolta and Olivia Newton-John "Summer Nights" with the same type of
exercise.
Grammar is an extensive component of language learning/teaching,
hence, without exaggeration, it can be said that the majority of grammatical
structures and rules can be trained with the assistence of music.
3.1.3 Music and Vocabulary
There exists a distinction between the acquisition of vocabulary that is acquired
incidentally and vocabulary that is acquired intentionally. The incidental
acquisition of vocabulary is explained by Krashen within the context and
24
framework of his "Input Hypothesis". According to this hypothesis, new and
unfamiliar vocabulary is acquired when it's significance is made clear to the
learner. Meaning is conveyed by providing extralinguistic support such as
illustrations, actions, photos, and realia (Krashen 1989).
The intentional vocabulary acquisition is memorizing
straightforwardly term after term with their respective
translations from a list. Learners encounter vocabulary in an
isolated, often infinitive form and remain incapable of using it
correctly in context (Aitchison 2003).
Exercises can be focused on spelling correction, matching of synonyms/
antonyms, fill in the gaps with right words, and many others. From my
teaching experience mostly beginners, pre-intermediate or intermediate
students appreciate Christmas lessons using vocabulary cards, pictures and
carrols. I use old Christmas songs like "White Christmas" or "Let it snow" but
performed by a contemporary Canadian singer Michael Buble. Regardless the
age, they really like this.
Pop songs are usually written to be easily understood and enjoyed.
Nevertheless, the songs may also have idioms or colloquial expressions in them
that might be difficult to explain, depending on the level of the students
proficiency. eg. "Merry Christmas, Baby" by Christina Aguilera: "I'm lit up like
a Christmas tree" the song "True Colors" by Phil Collins: "So don't be afraid to
let them show Your true colors, True colors are beautiful, Like a rainbow" or
"Down And Out" by Genesis: "I don't want to beat about the bush but none of
us are getting any younger". In such cases, teachers have to be perfectly
prepared for potential questions or obstacles.
3.1.4 Music and Cultural Awareness
The background of a singer can be detected in songs in a certain way. By
comparing two songs, a teacher can ask students to figure out where the
speaker is from and state why (Scotland, Ireland, USA, etc.). Using music to
introduce a lesson or to make an useful warm-up is a great way to activate
25
students' minds. An example of the warm-up, which I have used, is as follows.
I take a song or a piece of music, that I associate with a certain place ("Viva Las
Vegas" sung by Elvis Presley) and play the first two stanzas.
Many times I am surprised how quickly associations spring to students'
minds - many more than if I introduced the lesson by saying, "Today we are
going to talk about American cities and we are going to start with Las Vegas".
This introduction can be used with any place a song or a piece of music is
associated with. What frequently follows the song is a debate, brain-storming
activities, have-you-ever-been questions and other communicative activities.
We can also associate music with certain periods, events or movements
in English speaking countries' history. The Hippie movement or so called
"Flower Children" era of the 1960's in the USA can be supported by ABBA's
song "Flower Power" or by Rado, Ragni and MacDermot's musical "Hair". What
is obvious about these examples is that songs have a message and teachers or
students can gain new, or retrieve the previous, knowledge.
3.2 Receptive Language Skills
3.2.1 Music and Listening
Listening is an important part of learning English. The majority of ESL students
consider listening as the most difficult skill in aquiring the English language.
When I was a high school student, I shared their opinion. Even in my first two
years at university, I had some troubles with the listening section of practical
language tests.
What has happened or what has changed? At that time, I began to
purposely listen to music, radio or tv. I must admit that music has helped me
greatly. Nowadays, one of my students' favorite exercises with music is filling
in the blanks as they listen to a song. The correction of words from two words
that rhyme. It can be seen in the example of Toni Braxton's song "Unbreak My
Heart" in the phrases: Don't leave me out in the rain/train, Come back and
bring back my smile/style, Come and take these tears/fears away etc. Songs are
26
great tools for learning or teaching listening.
3.2.2 Music and Reading
A song has its power not only in melody or rhythm but also in lyrics.
There are many activities that can be used in an ESL classroom but I would like
to mention only those which are my students' favourite.
The most popular activity is a Karaoke singing, which I use in Christmas
party lessons mostly eg: "The Christmas Song", "The First Noel" or "I'll be
Home For Christmas" as performed by contemporary artists (as mentioned in
chapter 3.2.4 Music and Vocabulary). I find this exercise a little bit demanding
since students have to manage several skills simultaneously. Reading, listening
and pronunciation are trained in a large degree. However, a teacher could use
whichever song he/she likes, regardless the genre or purpose. Sometimes, I
play a keyboard and my students sing with me. Other alternatives of using a
song during reading are to guess the name of the song according to a text or
play a piece of music as a muzak throughout the reading practice.
Separating the phrases from their lyrics followed with playing the song and
and having them try to put all the phrases in the correct order is a further
widely extended technique of foreign language teaching. (Harmer 1991,
Scrivener 2005).
3.3 Music and Motivation
The main idea of motivation is to capture student's attention and invoke a
desire for learning.
Intrinsic motivation is motivation from within the student.
Whereas an extrinsically motivated student studies and learns for
other reasons. Such a student performs in order to receive a
reward, like graduating or passing a test or getting a new shirt
from mom, or to avoid a penalty like a failing grade. (Lumsden
1992).
27
As far as my diploma thesis is concerned it is focused on intrinsic
motivation of students. "Motivation is the backbone of any classroom." (Bantjes
1994)
When the learners are motivated, the teacher can master his/her job
better. The teacher can do much to improve the students' motivation, and the
effort involved is an essential part of the teaching profession. (Harmer 1998: 8).
Music is an exemplary pedagogical tool to make students feel
confortable in lessons. Students are fond of working with a piece of music or a
song. They enjoy it, have fun and it helps them not be stressed.
3.4 Summary of the Theoretical Part
In the theoretical part, it was essential to introduce my previous teaching
experiences thus the reasons which led me to write about the music and
language relationship.
The historical overview came subsequently as an integral part of the
general awareness of the phenomena and I attempted to form it as clear as
possible. That chapter presented and compared several studies which
discussed the same topic. The following chapters dealt not only with
psychological and physiological responses of our body and mind to music but
also refered to a connection between language and music. It informed the
reader about terms which he/she should be familiar with, to comprehend the
issue properly.
The last section resolved an area of all langugage skills including
grammar, vocabulary and cultural awarness in association with music. I tried
to describe how to use music as a pratical skill in the English language
clasroom with examples I usually use in my classes.
The theoretical part of the diploma thesis is followed by the practical
part, which deals with the research, it's hypothesis, asssumptions and the
questionnaire together with it's evaluation. The last section, practical part,
brings several lesson plans which were created on the outcomes of the research.
28
4. Research
The practical part of my diploma thesis deals with quantitative research based
on the questionaire (see 1.3) and the lesson plans based on the research
outcomes and suggestions of respondents.
The questionaire was compiled by a Likeex research system which was
developed by Global Business IT s.r.o. company. This research system provides
facilities not only for creating an electronic questionnaire, its ditribution and,
data collection but also following evaluation and presentation by ways of
graphs and diagrams.
The next subheadings discusses the research methodology and
description in detail.
4.1 Methodology and Description of the Research
As mentioned previously, the main tool used in my study is the questionnaire.
A substantial part of a survey is to design a questionnaire properly and, in no
case, underestimate the preparation of questions.
When the questionnaire is created incorrectly it can negatively influence
final data and thus the outcome does not serve the requirements and aims of
the research.
A well designed questionnaire should meet three main requirements:
1. Purpose: Questions should be formulated clearly in order to gain the
information we are interested in.
2. Psychology: The task should seem as an easy, pleasant and wanted.
3. Comprehensibility: Clear instructions should be made so respondents
certainly know what they are asked to do (Foret 2008).
My research was concentrated on ESL students regardless of age, sex or
social status. The essential conditions were easily achievable.
A respondent has to be an ESL student and he/she has to have access to the
29
Internet. The whole process of preparation, design and evaluation of the
questionnaire can be devided into two main stages: the initial part of the
process and precise evaluation of collected data. The next paragraph is written
in points for better arrangement.
a) The initial part
◦ The creation of the user account in the research system.
◦ Definition of hypotheses, questions and questionnaire arrangement
as such.
◦ Distribution of questionnaire to respondents via email.
◦ General data collection which was carried out in one week.
◦ After data completion, I have downloaded a data file with
questionaire answers in XLS format (Microsoft Excel).
◦ The Research system evaluated outcomes and produced graphs that
were mathematically processible.
◦ Subsequent manual evaluation of open-ended questions based on the
XLS data file format.
◦ The total number of respondents who opened the link with the
online questionnaire was 333, however only 161 of them filled in the
questions, thus participating in the survey.
b) Precise analysis of collected data
The next step in data analysis was eliminating misfilled or improperly
filled questionaires or those where respondents misfilled the filter
questions number 8 and 17. The total number of fully completed
questionnaires in high quality was 113 and this is the research sample I
have worked with.
30
4.2 Research Hypotheses and Questionnaire
The research questionnaire and hypotheses were designed on the basis of Foret
's marketing survey theories. The questionnaire consists of nineteen questions
dealing with the relationship between ESL students, music and language.
The central issue of the whole survey is to formulate hypotheses
appropriately. I specified three main hypotheses which were based on my
piano and English language teaching experience (see chapter 1.3).
4.3 Results of the Research Questionnaire
It is essential to explain two terms crucial for evaluating and understanding the
technical description of graphs and diagrams used in the analysis. Absolute
Frequency is
a statistical term describing the total number of trials or observations
within a given interval or frequency bin. The frequency bins can be of
any size, but they must be mutually exclusive, exhaustive and the data
must be grouped (28).
Relative Frequency can be interpreted as "a statistical term describing the ratio
of the actual number of favourable events to the total possible number of
events; often taken as an estimate of probability." (42). This chapter covers a
detailed analysis of individual questions.
31
Question number 1 – How old are you?
Table 1 How old are you?
Average age Value All respondets 28,66Men 29,29Women 28,3
Question number 2 - My gender is?
Table 2 My gender is?
Gender Absolute Frequency Relative FrequencyMen 41 36,28 %Women 72 63,72%
Two basic questions that should be asked in each survey are shown above. The
average age of all respondents was 28,66 (see table 1) therefrom age range was
eight to sixty two. Nexus of quantity between men and women is fourty one to
seventy two out of one hundred and thirteen respondents in total.
Figure 1
Men versus women ratio was fourty one to seventy two out of one hundred
and thirteen respondents in total (see figure 1).
32
Question number 3 - Which of the following language skills are the easiest for you?
Choose a level of difficulty for every single skill: 1 - the easiest, 5 - the most difficult.
Table 3 Which of the following language skills are the easiest for you?
Activity / Level 1 2 3 4 5reading 56,25 % 33,93% 7,14% 2,68% 0,00%writing 12,39% 34,51% 30,97% 17,70% 4,42%listening 10,62% 20,35% 38,94% 18,58% 11,50%speaking 13,39% 21,43% 36,61% 17,86% 10,71%
Figure 2
This stackchart (see figure 2) supports my assumpton that listening is the
most difficult skill for nearly twelve percent of involved students (see 1.3).
It is very startling that speaking is still consider to be the second most
demanding skill despite the effort teachers make in their lessons. The results
tell us the easiest part of language learning for the participants is reading.
33
Question number 4 - How many times do you practice listening in your English classes?
Table 4 How many times do you practice listening in your English classes?
Answer Absolute Frequency Relative FrequencyIn each lesson 25 22,52 %Once in two lessons 46 41,44%Once a month 28 25,23%Other option 14 10,81%
Figure 3
Figure 4
Practically fourty two percent (see figure 4) of students marked the
34
option of practicing the listening once in two lesson, which is quite often.
Nevertheless, in comparison with the previous question, we can trace that,
although the students train their listening so often, still listening is the most
difficult task for them.
According to the results, only four respondents answered that they
never practice listening in their English lesson. I have never heard about an
English teacher who does not work with listening in his/ her classroom until
these results occured.
Two conclusions arose. The first one is that these four respondents did
not reply truthfully and the second conclusion, which is unambiguos, that their
teacher should not teach an English lecture until he/she would manage
language teaching methods properly. As Scrivener pointed out, "the balance of
activities over a sequence of lesson is one of the features which will determine
the overall level of student involvement in the course." He also mentioned that,
"If we get it right, it will also provide the widest range of experience to meet
different learning styles of the students in the class." (Scrivenver 2005: 319)
Question number 5 – Write the name of your favourite song
This question was open-ended and respondents were asked to write their
favourite song containing English lyrics. It was essential to evaluate this
question manualy and it was really demanding.
The most frequent answers are in the table below. As you can see the
song "Billy Jean" by Michael Jackson was number one with five votes, however,
the Irish band U2 and the song "One" and "Beautiful Day" obtained four, as
well as the British musicians Queen with their song "The Show Must Go On."
35
Table 5 Write the name of your favourite song
Interpret Song FrequencyMale Female Total
Michael Jackson (8) Billy Jean 2 1 3Thriller - 1 1Heal the World - 1 1This is It - 1 1Dirty Diana 1 - 2Black or White - 1 1
U2 (5) One - 2 2With or Withou You - 1 1Beautiful Day 1 1 2
Queen (3) The Show Must Go On 2 - 2Bohemian Rapsody 1 - 1
Rufus Wainwright (3) Hallelujah 1 2 3Led Zeppelin (2) No Quarter - 1 1
Stairway To Heaven 1 - 1Iron Maiden (2) Brave New World 1 - 1
Run To the Hills 1 - 1Robbie Williams You Know Me - 1 1
Despite the high frequency of Michael Jackson's songs (see table 5), I
decided to work with the U2 song "Beautiful Day" because of it's interesting
lyrics. It is important to mention that before I used the clear data, there were
numerous answers with the name of Rufus Wainwright, whose cover version of
the song "Hallelujah", originally written by a Canadian singer Leonard Cohan,
is nowadays associated with a Shrek film soundrack. Lastly, a song called "Fire
Flies" by Owl City really cought my eye as I really enjoy it when I hear it on the
radio.
Question number 6 - Write the name of your favourite singer
Following table (see table 6) shows us that Madonna and Michael Jaskon are
the most favourite singers, who are followed by Robie Williams, Brian Adams
and Pink. I appreciate that Jamie Collum is consider to be the favourite singer
of three participants. It could be expected that Michael Jaskon's primacy was
36
caused by his last film "This Is It" and his sudden death on June 25, 2009.
This speculation could be supported by a Jindřich Göth's magazine article
where he claimed that the death of a singer is great for business. On the date
July 16, 2009, on the top of six of Brititish charts were Michael Jackson albums
including his last, the gratest hits album The Essential.
As we can trace in history, this is not a rare or unknown occurence. It
was very simillar in 1991 with the death of Freddie Mercury and his album
Made In Heaven or the tradic death of Kurt Cobain in 1994 (35).
Emerging from the research, each generation has its own favourite
artists. People who were in the range of forty to fifty years old usually refered
to older artists such as Johny Cash or Sting and those whose age range was
between fifteen to thirty chose Alicia Keys or Justine Timberlake as their
favourites. This question, as the previous one, was open-ended and was
manualy evaluated.
Table 6 Write the name of your favourite singer
Interpret FrequencyMale Female Total
Madonna 1 11 12Michael Jackson 4 6 10Robbie Williams 2 5 7Brian Adams - 7 7Freddie Mercury 3 2 5Pink - 5 5Johnny Cash 1 2 3Jamie Collum - 3 3Norah Jones 1 1 2Alicia Keys - 2 2Justin Timberlake 1 1 2Beyonce - 2 2Sting 2 - 2Bob Marley 2 - 2
37
Question number 7 – Tick the sentence which best expresses your opinion
Table 7 Tick the sentence which best expresses your opinion
Answer Absolute
Frequency
Relative
FrequencyI like listening to music in an English lesson 88 22,52 %I do not like listening to music in an English lesson 15 41,44%I do not have any opinion 10 25,23%Other option 10,81%
Figure 5
Figure 6
38
It is a really positive outcome that eighty eight persons (see figure 5) out
of one hundred and thirteen replied that they like listening to music in an
English lesson. Fifteen of them have the opposite opinion. Ten students replied
that they do not have any opinion and six respondents share the view that they
do not want to listen to music at all in an English language lesson, whence it
follows, that the majority of participants like listening to music in their English
lesson. This fact might encourage teachers not to be afraid of using music in
their classes.
Question number 8 - Does your teacher use music during your English classes?
Table 8 Does your teacher use music during your English classes?
Answer Absolute Frequency Relative FrequencyYes 71 62,83 %No 42 37,17%
Figure 7
Question number 8 was designed as a filter. Here I would like to
mention that this type of question eliminated twenty respondents, since they
did not answer properly and thus their response could not be take into account.
It is a positive finding that teachers of seventy one respondents use
39
music during their English classes (see table 8). The following question number
9 specifies individual segments of a lesson where music is applied as a
pedagogical tool.
Question number 9 - My teacher uses music during our English classes when
Table 9 My teacher uses music during our English classes when
Answer Absolute FrequencyPracticing grammar 9Parcticing vocabulary 33Practicing pronunciation 6Practicing listening 54Practicing writing 3Celebrating significant holidays 12Introducing culture 9Other opinion 8
Figure 8
As I presumed, listening is the most frequent part of the lesson where
teachers adopt the method of using music. Thirty three respondents are
experienced with vocabulary (see figure 8) practice with music and twelve of
them clicked on the option of listening to music in lesson when celebrating
significant holidays. A piece of music as a tradition at the beginnig of each
month is an interesting answer. Another reply which is worth mentioning, is
40
that a translation of a song lyrics is used as a punishment for desruptive
behaviour in the classroom.
Question number 10 - Does your teacher use lyrics of English songs during English classes?
Table 10 Does your teacher use lyrics of English songs during English classes?
Answer Absolute Frequency Relative FrequencyYes 70 61,95 %No 39 34,51%Other option 4 3,54 %
Figure 9
These numbers tell us that nearly sixty two percent (see figure 9), which
is equal to seventy individuals, were experienced with learning some of the
language skills through English song lyrics. Thirty nine negative answers were
found and four students had another opinion, which were not crucial for our
survey.
It has to be admitted, that this question was not formulated correctly,
thus it did not bring the intended answers. Furthermore, it can be seen as a
very similar question, as the numbers eight and nine.
41
Question number 11 - Would you like to work with English songs during your English classes?
Table 11 Would you like to work with English songs during your English
classes?
Answer Absolute
Frequency
Relative
FrequencyNo 10 8,84 %I do not know 51 45,13%Yes, write a reason why and at least a name of two songs 52 46,01 %
The piechart, as seen below (see figure 10), demonstrates that fourty six
percent of respondents want to work with English songs during their English
classes. On the contrary only ten people responded negatively. This result is
really encouraging and stimulating for designing my lesson plans. It is essential
to observe that fourty five percent do not know, thus do not have another
opinion, even if fourty six percent of them thought that music can definitely
help to improve their level of English and aproximately thirty six percent
supposed that music can help them with learning English language as well
(see question number 15).
Figure 10
42
Question number 12 - What kind of source do you use when searching for music?
Table 12 What kind of source do you use when searching for music?
Answer Absolute FrequencyI do not search for music 25I buy CDs 33I borrow CDs from the library 7On the Internet, please write at least one online source... 64
Figure 11
This question was primarily designed to discover which internet sources
the students use when searching for any piece of music or song. Twenty
respondents out of sixty four stated that www.youtube.com is their most
common virtual place they use for searching. This outcome is identical with the
Raabe, J. and Sejkorová, J. (41) in their case, nearly seventy five percent of their
respondents chose www.youtube.com as the main tool when searching for
music. A social site www.facebook com was mentioned also and it becoming
widely extended in populations throughout the world nowadays. This fact is
again supported by the survey above where the social site www.facebook.com
was in the top of three in chart (see table 13).
I would like to emphasise that there are thirty three students who buy
Cds, although prices of musical CDs remain relatively high in our country.
Twenty five people stated that they do not search for the music at all and 7 of
43
them borrow CDs from the library.
Table 13 Online sources
Online source Absolute Frequencywww.youtube.com 20www.rapidshare.com 4www.mp3s.nadruhou.net 4www.stahuj.cz 3www.ulozto.cz 2www.czshare.cz 1www.czmusic.cz 1
Some of the internet sources were so-called underground sites and I
decided not to mention them as they are illegal.
Question number 13 - Tick the sentence which comes from your experience
Table 14 Tick the sentence which comes from your experience
Answer Absolute FrequencyI always understand every word in a song with
English lyrics.
3
I often understand almost every word in a song with
English lyrics.
16
I sometimes understand single words in a song with
English lyrics.
22
I rarely understand single words in a song with
English lyrics.
65
I do not understand a song with English lyrics at all. 7
44
Figure 12
This chart (see figure 12) tells us that sixty five respondents rarely
understand (the average age is 30) and twenty two of them sometimes
understand lyrics of the song in English language (the average age is 22,9). The
average age of those who replied they often understand almost every word in a
song with English lyrics was 27, whereas the answers with the word always
equaled an average age of 23. The quantity of respondents who do not
understand a song with English lyrics at all was seven and corresponds to an
average age of 30.
Question number 14 - In which parts of your English lesson except listening exercises would you like to use music?
Table 15 In which parts of your English lesson except listening exercises would
you like to use music?
Answer Absolute FrequencyLiterature 19History 14Culture 79quizzes and Games 48Other part 7
45
Figure 13
The outcome of this question was essential for my lesson plan design.
Seventy nine participating students would like to use music within the culture
part of their lesson and fourty eight thought that they would appreciate
musical quizzes and games. Nineteen of them prefear literature, whereas
fourteen for the history part of the learning process. Several creative
suggestions have emerged from the data. One of the repondents mentioned
that she would like to deal with English folklore songs and after mastering two
or three of them she would like to make her own text according to the previous
songs.
Question number 15 - Do you think that music can help you improve your English?
Table 16 Do you think that music can help you improve your English?
Answer Absolute Frequency Relative FrequencyDefinitely yes 52 46,02%Yes 41 36,28%I do not know 14 12,39%No 3 2,65%Definitely not 0 0,00%Your opinion 3 2,65%
46
Figure 14
It is very positive to see that fifty two participants (see figure 14) thought
that music can definitely help them improve their language skills. Fourty one
of them agreed and fourteen of them did not know. What is worth mentioning,
is that no one chose the negative option. A woman, twenty seven, who plays
the piano, suggested that when she has some fixed phrase from a song in her
mind, she is interested in what it really stands for. Another depicted a situation
when she does not understand the foreign word properly, she tries to look it up
in the lyrics and finally translated it into Czech.
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Question number 16 - Do you sing?
Table 17 Do you sing?
Answer Absolute Frequency Relative FrequencyYes 64 57,66%No 47 42,34%
Figure 15
This question was intended to find out how many people would be able
to sing in the English classes without bigger problems. There were sixty four
participants who sing and fourty seven do not sing (see table 17). From the
survey emerged that singing is quite popular in our country from whence it
follows that teachers should not be concerned about using songs in their
English lesson.
Question number 17 - Do you or did you play any musical instrument?
Table 18 Do you or did you play any musical instrument?
Answer Absolute Frequency Relative FrequencyYes 55 50,45%No 56 49,55%
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Figure 16
This question was a filter and it corresponded with the following
question, number 18. It is interesting that the rate was fifty five to fifty six (see
figure 16). This showed us that the Czech people are a relatively musical
nation. As a loose translation of a famous Czech quote says, "everybody is a
musican in Czech lands".
We can see the numbers told that almost every second person in total is a
musican. The research result could be supported by a survey realized by Czech
university students where the ratio between musicians and non-musicians were
411: 304 (41).
Question number 18 - What musical instrument do you play?
Table 19 What musical instrument do you play?
Answer Absolute FrequencyPiano 33Trumpet 5Violin 2Flute 15Guitar 18Other 5
49
Figure 17
Even though I had expected that the piano would be the one of the most
favourite musical instruments in the Czech Republic, I have to admit that the
results of my research might be slightly influenced by the fact that several of
respondents were both my piano and English students. However, numbers
were supported by an annual report from 2007/2008 of Křížkovský music
school where I have been teaching since 2008 (44).
The numbers of my research showed that the piano versus the flute
ratioed 33:15, whereas the annual report said that the piano is studied by 111
and the flute by 29 students (45).
In addition, an annual report ofrom Polná Music school proved that
from 2008-2009, the ratio between the same instruments was 73:38 (45). These
figures confirmed my expectations. Furthermore, eighteen students played the
guitar and fifteen of them the trumpet. The violin, the tuba and a percussion
were the other notable instruments.
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Question number 19 - What was your age when you started to play musical instrument?
Table 20 What was your age when you started to play musical instrument?
Importance Age Absolute
Frequency
Average age
x 5 6
8,09
x 6 13x 7 11- 8 7- 9 1- 10 6- 11 2- 12 2
This question is crucial for my survey. In my hypothesis number (1)
when acquiring the English language, I believe there is a significant difference
between students who started to play any musical instrument before the age of
7 and those who started later. The average age of all respondents who played
any musical instrument is 8,09 (see table 20).
Thirty out of fifty five musicians started to play a musical intrument
before the age of 7. Six of them at the age of five, thirteen at six and eleven
instrumentalists began at seven. In this case it can be claimed that the
hypothesis was proved and for further analysis see chapter 5.1.
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5. Discussion of the Study Results
In this chapter I would like to discuss the results of the hypotheses on the
grounds of four more charts, which are based on the comparison of two data
groups. The previous chapter was focused not only on questionnaire analysis
but also on other data which support the outcomes.
5.1 Hypothesis Number 1 ‒ Evaluation
When acquiring the English language, I believe there is a significant difference
between students who started to play any musical instrument before the age of
7 and those who started later.
Dependency of questions number 3 and 19:
• Question number 3 - Which of the following language skills are the
easiest for you. Choose a level of difficulty for every single skill: 1- the
easiest, 5- the most difficult.
• Question number 19 - What was your age when you started to play
musical instrument?
Figure 18
A group of respondents, who stated that they played any musical
52
instrument, were divided into two categories (see figure 18). The green
columns are represented by musicians who started to play a musical
instrument before the age of seven, whereas the blue coloured symbolize those
who started later.
Finaly it can be said that the hypothesis was proved this my belief was
veracious. The green group stated that they have fewer problems with listening
practice. As we can see on the chart, aproximately twenty three percent voted
for the easy option whereas only eight percent of blue voted for the same
option. The hypothesis was formulated on my real teaching practise, yet it was
essential to prove my assumption by the research.
5.2 Hypothesis Number 2 – Evaluation
In my opinion, there is a significant difference in acquiring the English
language between students who played any musical instrument and those who
did not.
Dependency of questions number 3 and 13 (see 4.3):
• Question number 3 - Which of the following language skills are the
easiest for you. Choose a level of difficulty for every single skill: 1- the
easiest, 5- the most difficult.
• Question number 13 - Tick the sentence which comes from your
experience.
1. I always understand every word in a song with English lyrics.
2. I often understand almost every word in a song with English lyrics.
3. I sometimes understand single words in a song with English lyrics.
4. I rarely understand single words in a song with English lyrics.
5. I do not understand a song with English lyrics at all.
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Figure 19
Two groups were made out of the total number of respondents:
a) musicians and
b) non-musicians.
Those who played musical instruments are marked as green coloured
and non-musicians as blue (see figure 19). This chart examined the dependency
of question number 3, more precisely the listening skill, and question number
17.
It proved the hypothesis, that musicians manage the aquiring of the
English language, here it is the listening skill, better than non-musicians.
Generally, we can see from the extreme values that aproximately eighteen
percent of musicians chose the option 1 which meant listening is easy for them,
whereas number 3, as an average range of difficulty showed musicians have
fewer problems with listening than non-musicians. The hypothesis was based
not only on my teaching experience but also on my colleagues' practical
experience.
54
Dependency of questions number 13 and 17:
• For question number 13 see the previous chart of dependency
• Question number 17 - Do you or did you play any musical instrument?
Figure 20
Equivalent groups of musicians and non-musicians were made for the
presentation of the relatinship between questions number 13 and 17. In other
words whether musicians, characterized by green colour, understood the lyrics
of an Enlish song better then non-musicians, who are represented in orange
(see figure 20).
Always and never were extreme values, which again supported the
hypothesis that there is a significant difference in acquiring the English
language between students who played any musical instrument and those who
did not. 5, 5 percent of musicians and none of participants who do not play a
musical instrument chose the option always. On the other hand, 1,8 percent of
musicians and 10,7 of non-musicians mentioned the option never. The results
signified that non-musicians faced bigger comprehension problems when
listening to a song with English lyrics than musicians.
55
5.3 Hypothesis Number 3 – Evaluation
I believe there is a significant difference between the younger generation of
students up to the age of 25 and the rest of the examined learners in
understanding songs with English lyrics.
Dependency of questions number 1 and 13:
• Question number 1 - How old are you?
• Question number 13 - Tick the sentence which comes from your
experience. (For more, see the chart of dependency between questions 3
and 13).
Figure 21
As we can see on the chart, two groups were formed out of 113 total
number of respondents (see figure 21).
1. Blue coloured were respondents up to 25 years old and
2. orange couloured were respondents aged over 25.
As far as my teaching practice experience is concerned, the younger
generation usually understands English lyrics more often then people who are
over twenty five years old, however, the research did not prove this clearly. In
56
the case of the often and sometimes option, it is clear that respondents up to 25
outbalanced those, who are over 25, though this score was not as significant as
it was esential for proving the hypothesis. There a further eventuality arose.
This relationship could be studied on larger sample to see mutual dependence
more explicitely.
My research results were carried out from the one hundered and sixty
two respondents. What I suggest is that the hypothesis could be markedly
proved or disprove on the sample over five hundred respondents.
57
6. Lesson Plans
Before a particular lesson plan is created, a teacher has to consider a
number of crucial factors. According to Harmer, those factors are "language
level of our students, their educational and cultural background, their likely
levels of motivation, and their different language styles" (Harmer 1998). As well
as the factors, it has to be clear which activities the teacher would like to deal
with. The question is whether students will be grouped, paired or work
independently. Subsequently, whether they will sit or move around the class.
From my point of view, a more interesting lesson is with better cooperation
with students. I agree with Harmer who stated, "the best lesson offer a variety
of activities within a class period" (Harmer 2008).
An ideal lesson should be well balanced. Thus, not oriented only on one
language skill. On the basis of the data results, I created four lesson plans
which are suitable for intermediate and above learners. Respondents expressed
their wish to work with a song in connection to games, quizzes and culture. In
order to meet the requirements, which were carried out from the research
outcomes, the plans were focused on cultural awareness and it's issues, namely
multicultural awareness, racism, poverty, world religion status, war, homeless
people, etc. The research results of question number 5 and 6 brought several
names of artists and songs and helped with creating my leesson plans, as well.
To fulfill the participants' demands of games, I added a crossword, word
search or cryptographic quiz as further activities, that can be covered within
the lesson.
In the following chapter there are four lesson plans dealing with four
different artists: Jamie Collum, Rufus Wainwright, Pink, and U2. These plans
are focused on increasing the knowledge of cultural awareness, human values
and global issues of today's world. Plans were design according to my own
experience, respondents' requirements, Tim Murphey's book Music and Song,
Jan Volín's English Through Songs book.
58
Lesson Plan number 1
Smajl language school, intermediate level, group of 10 students, age-20-31,
Friday 13-14.30.
Jamie Collum – Gran Torino – Film Soundtrack (4'31")
• AIM: To increase multicultural awareness of a typical American city
suburb. This time it is a Michigan suburb, its habits, problematic issues,
cuisine, rules and principles based on Jamie Collum's song and his
music video. To increase and fix aquired vocabulary. To discuss
problems, brainstroming practicing and through it, improve speaking
skills. Present perfect practise, nationalities.
• Materials: Jamie's Collums song on CD; music video/ DVD, or access to
the Internet; a task sheet for each student; in the case of using the
Internet, a data projector or an interactive board.
• Level: Suitable for intermediate, upper intermediate, advanced
• Time: 90 minutes
Before listening
Activity 1
• Brainstorming and Freeze Frame
• Find a typical picture or a photography of a Michigan suburb and stick it
on the board. You can use the first frame of the music video as well. Ask
students to guess: Where is it? If they do not know, help them with
phrases like: It begins with M, it is near Canada, Can you guess again?
Write their suggestions on the board next to the picture. (5-8')
• Tell your students that you are going to work with the music video.
Devide students into groups and give them 3 minutes to discuss what
they think the video is about. Ask them to write down two words in
minimum. Then cooperate together and work with several suggestion,
59
draw the mind map on the board . (5-8')
• Play the song only on CD player or when using the Internet play only
the audio (without the music video), just for the atmosphere. (5')
While listening
Activity 1
• Ask students to write down one word which comes to mind while
listening to the song (review of adjectives from the previous lesson).
Then listen to their chosen vocabulary and add them to the mind map
on the board. (10')
After listening
Activity1
• Ask your students if they want to know what the clip is about?
• Play the music video.
• Distribute them handout number 1 (fill in the blanks exercise) and play
the song again. (5') Speculate about the blanks then listen again and
check. Give your students the opportunity to ask further questions about
vocabulary or phrases from the text.
Activity 2
• Ask your students whether they can find the adjective they know from
the previous lesson (bitter). Then distribute your handouts and ask
students to work on the exercise number 1. In pairs, they tick the words
that describe the song. (sorrowful, mournful, cheerful, witty, humorous,
unpleasant, noisy, loud, quiet, calm, tragic, comic, bitter, sweet). (3-5')
• When some of your students still do not understand some words ask
his/ her schoolmates to help ( they can use gesters and body movement
either). If they are not able to explain it properly, help them but only in
English. (5')
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• Add ticked vocabulary on the board. (3')
Activity 3
• Ask students to work alone on exercise number 2. (20')
• Choose two of the following questions. Then discuss your answers with
your neighbour.
1. What is the main idea of the music video?
2. What social or cultural values are reflected in the music video?
3. What ethnic groups are represented in the music video?
4. What is their mother tongue?
5. What do you know about these ethnic groups and their cultural
symbols ( e.g.habits, cusine, music...)?
6. Have ever been to their homeland/ mother country?
7. Can you see any similarities between USA and our country?
• Question number 6 and 7 are prepared just in case you have more time
than expected.
• Ask your students to identify the discussed problems in the lines of the
song (5-10')
Activity 3 a) (3-5')
• This activity is prepared as a back- up. If you have enough time ask your
students to do the exercise. If not, use it as a warm-up in the next lesson.
• Fill in the correct form of the nation and nationalities. (flags and maps)
• Korea-Korean, USA-American, Mexico-Mexican(-an), Poland-Polish,
Sweden-Swedish, The Netherlands-Dutch, Russia-Russian, Japan-
Japanese, Portugal-Portuguese, China-Chinese.
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Activity 3b)
• If they want to play the song once more finish the lesson with your
further suggestion as HW the students can think about.
• Next lesson use your students's ideas as a warm-up
• Note: If you want to work more with the vocabulary from the lyrics, you
can use the crossword puzzle. (see an appendix)
This lesson plan was piloted in April 16, 2010 within my English class of
inermediate students. The plan was created to fit my students as much as
possible. I have been teaching this course since September 2009, thus it can be
said that I know their learner's needs well.
There were eight students in the Friday class. As my students have
troubles with getting speaking at the beginning of the lesson it its my
responsibility to make a well prepared speaking warm-up. In this case I
arranged brainstorming activity based on the freeze frame of a typical
Michigan suburb. I used the picture from the music video. Even if the students
are used to working with the method of brainstorming, they needed my help
with questions. The warm-up fulfiled my intention and they spoke quite well.
However, the activity took them ten minutes not only eight as I supposed.
The next discussion, what is the music video about, was more vivid and
it took only five minutest. I wrote their suggestions on the board. After the first
listening they managed to write more words than only one which I asked for,
as we went through the adjectives the previous lesson it was a sort of review
for them. It could be influenced by the fact that two students knew the song
and the film as well. So we finally agreed on the main plot of the video and
started to fill in the blanks in the lyrics. Students liked that exercise as they
knew majority of words used. They found the adjective which were asked to
and they easily managed to tick the next excercise. They did not have troubles
with vocabulary so the part with explaining the meaning of the words was not
necessary.
62
As far as the question part is concerned, I was really suprised how much
they know about habits and cuisine of foreign nations. The best known were
Japanese, Chinese and Thai. We discussed rassism and violence issues and
compared it with the situations within our country. The discussion was again
really vivid as my students are adults and they are experienced and have their
own thoughts and opinions. We managed to discuss the whole set of questions.
Naturally I had to control the discussion as it led to a political debate
concerned our political issues and fighting between two major parties on our
political scene. Finaly we returned toward our topic and worked with the lyrics
again. As the debate was so long we did not manage the last excercise
concerning nationalities however, I expected that, so I decided to work with the
nationalities as a warm-up the next lesson.
Lesson Plan number 2
Smajl language school, intermediate level, group of 10 students, age-20-31,
Friday 13-14.30.
Rufus Wainwright – Hallelujah – Film Soundtrack
Copyright © 1985 Leonard Cohen and Sony/ATV Music Publishing Canada
Company. (4')
• AIM: To highten awarness of world religion issues; to practise
discussion about human values with respect to others; writing an essay
on the bases of discussion; karaoke singing- to practise reading.
• Materials: The Rufus Wainwright's song on CD; music video/ DVD, or
acces to the Internet; task sheets for each student; in the case of using the
Internet, a data projector or an interactive board.
• Level: Suitable for intermediate, upper intermediate, advanced
• Time: 90 minutes
63
Before listening: Introduction (5')
• Ask your students to close their eyes and focus on the lyrics of the song.
While listening
• Ask them to try to find what is the main message of the song and
consequently what they think is the lesson topic today.
• Play the song once.(5') While playing the song, students have their eyes
closed. Write these terms on the board in columns: AIDS, GENDER,
RELIGION, WAR, TERRORISM, ECONOMIC CRISIS, LOVE, DEATH.
After listening
Activity 1
• Ask your students to discuss their ideas in groups of three or four. Then
listen to their suggestions and make a tick under each expression which
was mentioned. (5-10')
Activity 2
• Destribute your handouts number 1 with lyrics and ask them to find and
underline the expressions which support their ideas (5')
Activity 3
• Ask students to do a matching exercise number 1. Go through the lyrics
and discuss further unknown vocabulary. (10')
Activity 4
• Discuss these questions together with your students. (20')
1. What comes to mind when you hear the word ‘religion’?
2. What does religion mean to you?
3. Is religion always a good thing?
4. With all the religions in the world, how do we know which one is best or
64
true?
5. Do people choose their religion or do people’s parents choose it?
6. If religion is all about love and peace, why are many of the world’s
conflicts and wars caused by religion?
7. What would the world be like without religion?
Activity 5
• Ask your students to choose one question and write an eassay based on
the topic. It should be aproximately 250-400 words long. In the case they
are not finished by the end of the lesson, they can finish it at home. (30')
• Note: As another alternative how to introduce the song and the lesson,
you can use a cryptographic quizz. (see an appendix)
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Lesson Plan number 3
Smajl language school, intermediate level, group of 10 students, age-20-31,
Friday 13-14.30.
Pink – Dear Mr. President (4'56")
• AIM: To highten awareness of gobal issues as war, criminality, homeless
people, homosexual minorities, human equality, social status, drug
eddiction etc; to practise the speaking skill through the debates; to
improve critical thinking and the defence of selected point of view.
• Materials: The Pink's song on CD; music video/ DVD, or acces to the
Internet; a task sheet for each student; in the case of using the Internet, a
data projector or an interactive board.
• Level: Suitable for intermediate, upper intermediate, advanced
• Time: 90 minutes
Before listening
Activity 1
• Ask your students to think about global issues of todays world. Give
each of them three stones or buttons. Each button stands for one
meaningful answer. At the end of the lesson no one should have a
button. Write three columns on the board:
◦ A) Problem
◦ B) Reason
◦ C) Solution
• Ask them to speak out their ideas. Write them on the board (15')
66
While listening
Activity 1
• Distribute a handout number 1. Ask students to tick problems in the text
which have been discussed. Play the song or a music video. (With the
video option it would be easier for your students to find it.) (5')
After listening
Activity 1
• Play again and check the answers
Activity 2
• Divide your students into pairs or threes (two issues whould be
discussed within one lesson) and ask them to choose the problem they
would like to discuss. Regardless their attitude towards the issue choose
for each group those who will represent PRO and those who will be
AGAINST. Give them 15 minutes for preparation of the standpoint and
open the debate. (15')
• Be aware of time. Each side is given 3 minutes for expressing their main
points. Then teacher control the debate as the speaking time should be
equal for each group. 20 minutes for one debate is enough. (40')
• Finish your lesson with general summary and play the song once more
(if it is enough time) .
• Note: If you want to work more with the vocabulary from the lyrics, you
can use the word search. (see an appendix)
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Lesson Plan number 4
Smajl language school, intermediate level, group of 10 students, age-20-31,
Friday 13-14.30.
U2 – Beautiful Day (4')
• AIM: To practice prediction, to listen for specific purpose, to practise
associations, have fun with crossroads.
• Materials: The U2 song on CD; a task sheet for each student; pictures
associated with the song according to blanks which are needed for
preparing the task sheet (a heart, a bloom, a hand, green and blue
colour, a tuna, fire, a bird and a leaf) and five more asscociated with the
music band (Irish landscape, a band photo, and three other pictures
which expresses beauty, fun and a day)
• Level: Suitable for intermediate, upper intermediate, advanced
• Time: 90 minutes
Before listening
Activity 1
• Take five pictures which are associated with the music band and the
song and stick them on the board. Ask students to describe the pictures
properly. Then ask them to guess the singer and the name of the song.
(10-15')
• Distribute your students task sheets with lyrics and exercises.
Activity 2
• Ask them to read the text and replace the pictures with words. When
finished tell them to read the vocabulary chart below. Give them chance
to discuss unknown words. (5-10')
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While listening
Activity 1
• Play the song and ask your students to listen and check the words which
replaced the pictures. Check. (5-10')
After listening
Activity 1
• Play the song again and ask your students to fill in the blanks with an
appropriate form of words from the chart below.
• Check their answers and listen again for control. (10')
Activity 2
• Ask your students about the music group. What do they know about
them and their activities connected with fighting poverty and other
issues, which deal with the third world? Which countries belong to the
third world? Which other musical groups help to solve this problem?
(15-20')
Activity 3
• Ask your students to puzzle out the crossword. (10')
• Assign your students to create a crossroad on their own as homework.
The answer should be connected with the topic covered. (5')
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6.1 Suggestions for Teaching
As we found from the previous chapters music is definitely a
pedagogical tool. It can brighten your students' minds and imagination as well
as help them to increase their range of vocabulary.
On the foundation of the research, several main facts were detected.
Students responded they are willing to work with music and song within their
English lesson. They believe that music can help them to improve their
language skills and they enjoy the class more. Students expressed their
ambitions to work with music in connection to cultural and literature part of
the lesson. A considerable number of teachers could confirm that learners are
interested in crosswords, quizzes or puzzles. In each of us there is something
which remains from our childhood, thus we want to play.
It is highly recommended to add quizzes and games into the teaching
process. It helps to ease the atmosphere in the class and, also, helps students
forget their troubles. They can have fun and learn at the same time regardless
age, profession or social status. There is a wide range of possibilities how to use
music within the teaching process. Music exists in various forms, for example,
as classical instrumental music, pop songs, ethnic music, film music, music
videos, etc. To some extent, genre or form determine the potential application
of music within the lesson. The research outcomes of question number 14 (see
4.3) said, that students would like to work with music during the culture part
of their English lesson.
Culture deals with plenty of fields in our lives such as our history, music,
literature, education, habits or politics. A song can serve as an introduction to
the problematics. When there is a history or a literature lesson, a teacher can
find a piece of music from that certain period, as well as the piece of writing or
a photography from the same period. Then students can try to find similarities
between the chosen materials. I use this kind of method with following
questions: Who are the authors of the music and the piece of writing? Did they
live in the same century? Did they live in the same country? Is it possible they
met each other? etc. I can say that my students like it and the possitive benefit
70
of this activity is they have a wider range of general awarness. Thus, they are
able to make associations more easily than those students who are not use to
doing it.
Generally we can say music can be used according to a teacher's
purposes and intentions. The most important thing to say is: whoever is
teaching English language, he/she should not be afraid to use music, regardless
it's form, in the teaching process. As we already know, music can help us to
improve our language skills, so why not to try it.
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7. Theoretical and Practical Contribution of the Study
This diploma thesis deals with both a theoretical and practical point of
view. The theoretical contribution could be seen in the complexity of the study,
which was compiled on the basis of up-to-date technology. It can serve as a
theoretical source for further diploma thesis or disertations, which will be
oriented to a similar field of study, as the research is in high quality, thus
reliable. My diploma thesis also provides theoretical groundwork necessary for
getting into the discussed issue. A reader can find how the brain works while
learning a language or playing a musical instrument or how our body reacts to
music, both physiologicaly and psychologicaly.
On the basis of the research, I was able to develop my lesson plans
compliant with the respondents' requirements. The plans were made for
practical purposes and can be applied into any lesson of an intermediate level
or above students. Each teacher should adapt the plans to his/her learners
needs but, generally, they are easily applicable to the process of learning. This
study also summarizes commonly used methods and hence it can be beneficial
for teachers if they are not familiar with using music in the language classroom.
My study confirms the fact that music is able to be a pedagogical tool and
students would like to work with it. Students also think music can help them
improve their language skills and they perceive the lessons as attractive and
useful.
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8. Conclusion
By the means of my thesis, I intended to introduce music and a song as a
pedagogical tool in an English language lesson. I wanted not only to show the
historical overview of a language and music evolution and it's mutual
relationship, but also to demonstrate how the brain reacts in connection with
music. Language skills and interaction with music is the next stage of the
theoretical part of the study. There I illustrated the common methods of using
music in a language lesson with several practical examples.
My research was compiled by a Likeex research system which was
developed by Global Business IT s.r.o. Company. This modern system provides
facilities for creating an electronic questionnaire, it's ditribution, data collection
and last, but not least, following evaluation. It is essential for contemporary
research to adopt techniques that are not only more efficient but also prompt.
As I believe a teacher can be succesful in his/her teaching practise, only
in case he/she knows the students' needs, their aims and requirements. Under
the condition of being a piano teacher and my experience with using foreign
languages in my piano lessons, I formulated three hypotheses which served
there as a basis for the designing of the research questionnaire. These
hypotheses are:
1. When aquiring the English language, I belive there is a significant
difference in acquiring an English language between students who
started to play any musical instrument before the age of 7 and those who
started later.
2. In my opinion, there is a significant difference in acquiring the English
language between students who played any musical instrument and
those who did not.
3. I believe there is a significant difference between the younger generation
of students up to the age of 25 and the rest of the examined learners in
understanding songs with English lyrics. In addition to my hypotheses, I
assumed that not only is listening the most difficult language skill for
73
ESL students but also that a piano is the most frequent musical
instrument.
The first two hypotheses were proved. However, the results of the last
one were not clear enough, therefore I suggested carrying out further research
on larger sample. My assumptions were fulfilled. Listening was consider to be
the most difficult skill and the piano the favourite musical instrument.
The questionnaire was intended not only to find answers to my
hypotheses and assumptions but also to discover the attitude of respondents
towards using music in an English language classroom. Whether they think it
can help them to improve their language skills, what songs they would like to
work with or in which part of a learning process they would like to deal with a
song.
The findings indicated that music has a definite pedagogical value. In
general, respondents' reaction to music was positive and a majority of them
believe that music is a valuable tool for acquiring a foreign language.
Lesson plans were a significant part of the diploma thesis. Integrating a
theory into practice was essential for finding whether the research and the
study were meaningful. In this case, it can be said, that the practical part was
supported by both a theoretical point of view and valuable research, from
which the outcomes were carried out. Lesson plans were designed according to
the respondents' demands. Each lesson plan was focused on hightening
students' cultural awareness. As demanded by participants, crosswords and
quizzes were incorporated into the lesson plans as well. Current artists and
their songs were processed and inserted into the plans (U2, Pink, Jamie Collum
and Rufus Wainwright's song). The Jamie Collum's lesson plan was piloted
succesfully and enjoyed by students. All plans could be adapted by any teacher,
who is interesting in working with music in an English lesson.
To conclude, music definitely is the pedagogical tool and learners, as
well as teachers, benefit from using it during their learning or teaching process.
Music is an inseparable part of our lives, thus it depends only on us if we take
advantage of this phenomena and use it as a tool in our education.
74
9. Resume
Hudba je velmi dobře využitelným pedagogickým nástrojem ve výuce
anglického jazyka. Integrujeme-li píseň či instrumentální hudbu do
edukativního procesu, rozvíjíme tak studentovo všeobecné vnímání a taktéž při
tomto procesu zapojujeme obě jeho mozkové hemisféry. Toto nám může být
nápomocno v osvojování si cizího jazyka, v tomto případě anglického.
Důležitou součástí této diplomové práce je výzkum, na jehož základě
pak byli vypracovány plány vyučovacích hodin. Výzkum taktéž přinesl
podrobnější informace o hudebním vzdělání naší populace a také potvrdil fakt,
že internet je v současné době nejpoužívanějším médiem při hledání hudby. I
proto byl dotazník, který zde byl nástrojem pro získání dat, rozeslán
elektronicky a převážná jeho část byla vyhodnocena stejným způsobem.
Vyučovací plány jsou modifikovatelné a tak použitelné pro mírně pokročilé až
pokročilé studenty jakéhokoliv studijního zaměření.
Music is a very useful pedagogical tool in an English language lesson.
When we integrate a song or instrumental music into an educative process, we
develop student's general perception and involve both of his/her cerebral
hemispheres. This can be helpful in acquiring a foreign language, in our case,
the English language.
The research is an important part of this diploma thesis. On the basis of
the research, the lesson plans were created. The research brought not only
detailed information about the musical education of our population, but also
confirmed the fact, that nowadays, the Internet is the most widely used tool for
searching music. Therefor, the research questionnaire, which served as a tool
for a data collection, was distributed via email and a majority of outcomes were
evaluated in the same way. The lesson plans are modifiable, thus usable for pre-
intermediate and above students, regardless the field of study.
75
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Appendix
Jamie Collum – Gran Torino
So tenderly your story is
nothing more than what you see
or what you've done or will become
standing …..... do you belong
in your skin; just wondering
gentle now the ….... breeze blows
whispers through my Gran Torino
whistling another tired song
engine humms and …..... dreams grow
heart locked in a Gran Torino
it beats a ….... rhythm all night long
it beats a …..... rhythm all night long
it beats a …..... rhythm all night long
[*sung by Jamie Cullum*]
Realign all the stars above my head
….......... signs travel far
I drink instead on my own Oh! how I've known
the battle scars and ….......... beds
…...... now a …...... breeze blows
whispers through a Gran Torino
whistling another ….... song
engines humm and ….... dreams grow
heart locked in a Gran Torino
81
it beats a …..... rhythm all night long
these streets are ….. they shine
with the things I've known
and breaks through the trees
their ….....
your world is nothing more than all the …... things you've left behind
So ….... your story is
nothing more than what you see
or what you've done or will become
standing …..... do you belong
in your skin; just wondering
gentle now a …..... breeze blows
whispers through the Gran Torino
whistling another …..... song
engines humm and …..... dreams grow
a heart locked in a Gran Torino
it beats a …..... rhythm all night long
may I be so ….... and stay
I need someone to hold
that shudders my skin
their …........
your world is nothing more than all the ….... things you've left behind
so realign all the stars above my head
…........ signs travel far
82
i drink instead on my own oh how ive known
the battle scars and …........ beds
…........ now a …...... breeze blows
whispers through the Gran Torino
whistling another …..... song
engines humm and …...... dreams grow
heart locked in a Gran Torino
it beats a …..... rhythm all night long
it beats a …..... rhythm all night long
it beats a …..... rhythm all night long
Ex. 1. In pairs, tick the words that describe the song:
sorrowful mournful cheerful witty
humorous unpleasant noisy loud
quiet calm tragic comic bitter sweet
Ex. 2. Choose two of the following questions. Then discuss your answers
with your neighbour.
1. What is the main idea of the music video?
2. What social or cultural values are reflected in the music video?
3. What ethnic groups are represented in the music video?
4. What is their mother tongue?
5. What do you know about these ethnic groups and their cultural symbols
( e.g.habits, cusine, music...)?
6. Have ever been to their homeland/ mother country?
7. Can you see any similarities between USA and our country?
83
Ex. 3. Fill in the correct form of nation and nationalities.
Korea …................................ USA …..................................
Mexico …................................ …................... Polish
Sweden …................................ The Netherlands …......................
Russian …................................ ….................... Japanese
Ex. 4. Scrambled words
Blank Game Answers
84
Rufus Wainwright – Hallelujah
Ex. 1 Lyrics
Underline expressions that support your idea.
I've Heard There Was A Secret Chord
that David Played And It Pleased The Lord
but You Don't Really Care For Music Do You?
it Goes Like This, The Fourth, The Fifth
the Minor Fall, The Major Lift
the Baffled King Composing Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
your Faith Was Strong But You Needed Proof
you Saw Her Bathing On The Roof
her Beauty In The Moonlight Overthrew You
she Tied You To A Kitchen Chair
she Broke Your Throne, And She Cut Your Hair
and From Your Lips She Drew The Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
maybe I've Been Here Before
i Know This Room, I've Walked This Floor
i Used To Live Alone Before I Knew You
i've Seen Your Flag On The Marble Arch
85
love Is Not A Victory March
it's A Cold And It's A Broken Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
there Was A Time When You Let Me Know
what's Real And Going On Below
but Now You Never Show It To Me, Do You?
and Remember When I Moved In You
the Holy Dark Was Moving Too
and Every Breath We Drew Was Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
maybe There's A God Above
and All I Ever Learned From Love
was How To Shoot At Someone Who Outdrew You
and It's Not A Cry You Can Hear At Night
it's Not Somebody who's Seen The Light
it's A Cold And It's A Broken Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
hallelujah, Hallelujah
86
Ex. 2. Match expressions with similar meaning
the Lord sacred
faith reign
throne belief
victory the God
holy triumph
Ex. 3. Discuss these questions
1. What comes to mind when you hear the word ‘religion’?
2. What does religion mean to you?
3. Is religion always a good thing?
4. With all the religions in the world, how do we know which one is best or
true?
5. Do people choose their religion or do people’s parents choose it?
6. If religion is all about love and peace, why are many of the world’s
conflicts and wars caused by religion?
7. What would the world be like without religion?
Ex. 4. Cryptographic quizz
87
Pink – Dear Mr. President
Ex. 1 Tick problems, that have been discussed
Dear Mr. President
come Take A Walk With Me
let's Pretend We're Just Two People And
you're Not Better Than Me
i'd Like To Ask You Some Questions If We Can Speak Honestly
what Do You Feel When You See All The Homeless On The Street
who Do You Pray For At Night Before You Go To Sleep
what Do You Feel When You Look In The Mirror
are You Proud
how Do You Sleep While The Rest Of Us Cry
how Do You Dream When A Mother Has No Chance To Say Goodbye
how Do You Walk With Your Head Held High
can You Even Look Me In The Eye
and Tell Me Why
dear Mr. President
were You A Lonely Boy
are You A Lonely Boy
are You A Lonely Boy
how Can You Say
no Child Is Left Behind
we're Not Dumb And We're Not Blind
they're All Sitting In Your Cells
while You Pay The Road To Hell
what Kind Of Father Would Take His Own Daughter's Rights Away
88
and What Kind Of Father Might Hate His Own Daughter If She Were Gay
i Can Only Imagine What The First Lady Has To Say
you've Come A Long Way From Whiskey And Cocaine
how Do You Sleep While The Rest Of Us Cry
how Do You Dream When A Mother Has No Chance To Say Goodbye
how Do You Walk With Your Head Held High
can You Even Look Me In The Eye
let Me Tell You Bout Hard Work
minimum Wage With A Baby On The Way
let Me Tell You Bout Hard Work
rebuilding Your House After The Bombs Took Them Away
let Me Tell You Bout Hard Work
building A Bed Out Of A Cardboard Box
let Me Tell You Bout Hard Work
hard Work
hard Work
you Don't Know Nothing Bout Hard Work
hard Work
hard Work
oh
how Do You Sleep At Night
how Do You Walk With Your Head Held High
dear Mr. President
you'd Never Take A Walk With Me
would You
89
Ex. 2. Word search
Blank Game
Answers
90
U2 – Beautiful Day
Ex. 1 Replace pictures with appropriate words
The …...... is a …...........
Shoots up through the stony ground
There's no room
No space to rent in this town
You're out of luck
And the reason that you had to care
The …............ is …............
And you're not moving anywhere
You thought you'd found a friend
To take you out of this place
Someone you could lend a …........
In return for grace
It's a beautiful day
Sky falls, you feel like
It's a beautiful day
Don't let it get away
You're on the road
But you've got no destination
You're in the ….........
In the maze of her imagination
91
You love this …..........
Even if that doesn't ring true
You've been all over
And it's been all over you
It's a beautiful day
Don't let it get away
It's a beautiful day
Touch me
Take me to that other place
Teach me
I know I'm not a hopeless case
See the world in …....... and …........
See …............. right in front of you
See the canyons broken by cloud
See the …....... fleets clearing the sea out
See the Bedouin …............ at night
See the …................. at first light
And see the ….......... with a ….............. in her mouth
92
After the flood all the colors came out
It was a beautiful day
Don't let it get away
Beautiful day
Touch me
Take me to that other place
Reach me
I know I'm not a hopeless case
What you don't have you don't need it now
What you don't know you can feel it somehow
What you don't have you don't need it now
Don't need it now
Was a beautiful day
Ex. 2. Fill in the blanks with appropriate words from the following list
traffic
stuck
mud
town
China
oil fields
93
Ex. 3. Crossword game
94
95
Discography
Jamie Collum – Gran Torino
• Soundtrack Gran Torino, 2008,
• The music is by Clint Eastwood, Jamie Cullum, Kyle Eastwood, and
Michael Stevens, with Cullum penning the lyrics.
Rufus Wainwright – Hallelujah
• Copyright 1985 Leonard Cohen and Sony/ATV Music Publishing
Canada Company.
• It was not possible to include it on the soundtrack album, Shrek - Music
From the Original Motion Picture.
• Rufus Wainwright's cover of Hallelujah was featured on the soundtrack.
Pink – Dear Mr. President
• Song by Pink featuring the Indigo Girls,
• Released December 21, 2006,
• Recorded by The Magic Shop NYC and Three Sound Studios, GA.
U2 – Beautiful Day
• Song by U2,
• album All That You Can't Leave Behind
• Released October 9, 2000,
• Recorded by Windmill Lane Studios, Dublin.
96
