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MrBrianMalovany
Teaching English Through
Songs and MusicKNU Teacher Training 2013
Tuesday, January 22, 13
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Well, If I'd been a rich man's son
Pay me my money down
I'd sit on the river and watch it run
Pay me my money down
(CHORUS)
I wish I was Mr. Gates
Pay me my money down
They'd haul my money in a cratePay me my money down
Pay Me My Money Down
I thought I heard the captain sayPay me my money down
Tomorrow is our sailing day
Pay me my money down
Pay me, pay mePay me my money down
Pay me or go to jail
Pay me my money down
Tuesday, January 22, 13
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Well, If I'd been a rich man's son
Pay me my money down
I'd sit on the river and watch it run
Pay me my money down
(CHORUS)
I wish I was Mr. Gates
Pay me my money down
They'd haul my money in a crate
Pay me my money down
(CHORUS)
Well, forty nights, and days at sea
Pay me my money downThat captain worked every last dollar outta me.
Pay me my money down
(CHORUS)
Pay Me My Money Down
I thought I heard the captain say
Pay me my money down
Tomorrow is our sailing dayPay me my money down
Pay me, pay me
Pay me my money down
Pay me or go to jail
Pay me my money down
As soon as the boat was clear of the bar
Pay me my money down
He knocked me down with a spar
Pay me my money down
(CHORUS)
Tuesday, January 22, 13
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Reasons to Use Songs & Music
Theyre Authentic!
Music is an aspect of culture, and it is more authentic than any
material or dialogue artificially prepared for an ESL classroom
TheyreFun
Theyre Familiar to the Students
They Contain a Wide Range of Language-Skills
They lower anxiety and generate enthusiasm
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songs provide a break from classroom
routine, and that learning English through
songs develops a non-threatening
classroom atmosphere in which the four
language skills can be enhanced Lo and Li(1998)
Songs also present opportunities
for developing automaticitywhich is the main cognitive
reason for using songs in the
classroom. Gatbonton and
Segalowitz (1988, p.473) define
automaticity as "a component of
language fluency which involvesboth knowing what to say and
producing language rapidly
without pauses."
Gatbonton and Segalowitz
(1988, p.476) state that we
must "place students in an
environment in which it is
appropriate to use target
utterances in a genuinely
communicative fashion." The
nature of songs is fairly
repetitive and consistent.
Reasons to Use Songs & Music
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Some songs are excellent examples of colloquial English, that is, the
language of informal conversation.
Finally, two studies, Domoney and Harris (1993) and Little (1983)
investigated the prevalence of pop music in the lives of EFL students.
Both studies found that music is often the major source of English outside
of the classroom. The exposure to authentic English is an important factor
in promoting language learning. It relates directly to both the affective
filter and automaticity.
If students are exposed to songs which they enjoy, more learning is likely to
occur since they may seek out the music outside of the classroom. The
repetitive style of songs then helps to promote automatization of colloquial
language.
Reasons to Use Songs & Music
Tuesday, January 22, 13
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Sometimes, Theyre Too Authentic
Music and songs are culture-bound; be sure to understand
and know the source material that you use!
Not all of it is Familiar to the Students
Do you use new music or older music?Will they be familiar with it, or is it from your era/
generation instead?
Reasons to Be Wary ofSongs & Music
Tuesday, January 22, 13
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Reasons to Be Wary ofSongs & Music
What English does the Song Teach;
Standard, Formal English vs. Informal English
Songs vary from Standard English to extremely informal, specific and
idiomatic forms of English.
Are these forms helpful to the Students? Are you teaching them things
that they will actually use?
Tuesday, January 22, 13
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Means & Methods ofPresentation
Playing The Actual Recording of the Original Musicians
Playing the Songs Yourself Live
(Singing accompanied by Guitar, Piano, etc)
A Combination of the Two?
Who Sings, the Teacher, the Students, or both?
Tuesday, January 22, 13
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Music, Songs, & English
Teaching GoalsWhich songs do you like to use in class,
& what aspect of English-language learning do they
address?
Grammar-Emphasis
Vocabulary-Building
Speaking & Conversation
Pronunciation
Listening
Writing
Tuesday, January 22, 13
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Elisabeth Chan
The International Center for English
Arkansas State University
Delta Symposium April 6, 2011
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}At what age did you startlistening to music as a
hobby?
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}At what age did you startlistening to music as a
hobby?
}As adults an adult, whattype of music are youmost nostalgic for? Is it
music you listened to
as a teenager or youngadult?
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(Levitin, 2006)
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}The same amount of vocabulary was acquired
from listening to a song as listening to a story.
}More words were acquired when they were
sung rather than spoken.
}But the greatest amount of vocabulary was
acquired when the stories were both sung and
illustrated! (Medina,1993)
Tuesday, January 22, 13
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This Song
Is Stuck In
My Head!
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Pop songs have a high verb
count and few concrete
referents for participants,
times, and places.
Baby talk by
adults andwords in pop
songs shares
many similaraspects
(Murphey andAlber, 1985)
(Murphey, 1998)
Rhythmical
structureal
lows
ittobemore
memorable
(Sagawa,199
9)
Itistoteenagers,whatbabytalkistobabies.
Music is theMotherese ofAdolescence
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} Why do songs get inextricably stuck in our heads? Experts say the culprits are earworms
(or "ohrwurms," as they're called in Germany).
} cause a sort of "cognitive itch" or "brain itch" -- a need for the brain to fill in the gaps in a
song's rhythm.
} When we listen to a song, it triggers a part of the brain called the auditory cortex.
Researchers at Dartmouth University found that when they played part of a familiar song
to research subjects, the participants' auditory cortex automatically filled in the rest
} in other words, their brains kept "singing" long after the song had ended [source:
Prokhorov].
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http://www.guardian.co.uk/music/2006/jun/22/popandrockhttp://www.guardian.co.uk/music/2006/jun/22/popandrockhttp://www.guardian.co.uk/music/2006/jun/22/popandrock7/29/2019 Songs Music 1
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} The only way to "scratch" brain itch is to repeat the song over and over in your mind.
Unfortunately, like with mosquito bites, the more you scratch the more you itch, and so on
until you're stuck in an unending song cycle.
} Just as there are many theories, there are many names for the phenomenon. It's been called
everything from "repetunitis" to "melodymania."
} Researchers also aren't sure why some songs are more likely to get stuck in our heads than
others, but everyone has their own tunes that drive them crazy.
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} How to Get Songs Out of Your Head:If a song is nagging you to the brink of insanity, here are a few tips to try:
1. Sing another song, or play another melody on an instrument.
2. Switch to an activity that keeps you busy, such as working out.
3. Listen to the song all the way through (this works for some people).
4. Turn on the radio or a CD to get your brain tuned in to another song.
5. Share the song with a friend (but don't be surprised if the person become an
ex-friend when he or she walks away humming the tune).
6. Picture an earworm as a real creature crawling out of your head, and imagine
stomping on it.
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http://electronics.howstuffworks.com/cd.htmhttp://electronics.howstuffworks.com/cd.htmhttp://electronics.howstuffworks.com/cd.htm7/29/2019 Songs Music 1
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}
Pronunciation is more than pronouncing thesound /b/ correctly for the letter B.
} Stressing the correct syllables and how you say
certain words of a sentence faster than others is
more important to increase English
comprehensibility.
} Different languages
have different stress
and timing.
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I | read a BOOK | in the LIbrary | YESterday.
} In the English example, you take the same
amount of time to say read a book as in the
library, although there are more syllables.
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} Ki/no/u/ to/sho/ka/n/ de/ ho/n/ wo/ yo/mi/ma/
shi/ta.
} In the Japanese example, each syllable receives
the same amount of time.
}Using music to teach English can help increase
comprehensibility and intelligibility by helping
students with their stress-timing!
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} Chan, E. & Beni, K. (2007). Sounds Good to Me: Using Music and Song in L2 Teaching
Workshop. Presented at DaTESL hosted at the University of Hawaii at Manoa.
} Levitin, D. (2006). This is your brain on music: The science of a human obsession.
New York, NY: Dutton Adult.
} Medina, S. (1993). The effect of music on second language vocabulary acquisition.
FEES News (National Network for Early Language Learning), 6(3), 1-8.
} Murphey, T. (1990). The song stuck in my head phenomenon: A melodic din in the
LAD? System, 18(1), 53-64.
} Murphey, T. (1992). The discourse of pop songs. TESOL Quarterly, 26(4), 770-774.
} Murphey, T. (1992). Music & song. Oxford: Oxford University Press.
} Murphey, T. & Alber, J.L. (1985). A pop song register: The motherese of adolescents
as affective foreigner talk. TESOL Quarterly, 19(4), 793-795.
} Sagawa, M. (1999). TESOL: The use of arts in language teaching. Retrieved March 30,
2011, from http://homepage3.
nifty.com/mmsagawa/hooked/tesol_art.html