English Australia Journal : English Australia Journal 27.1
EA Journal Volume 27 No 1 63 3. Is the singer satisfied with 3. Can you name a story, movie, or a song his current situation? with the same subject matter as this song? After listening and taking notes to answer questions, students swap information to complete the ‘whole class chart’, correlating what each student has heard to arrive at the big picture. If there are any questions that remain unanswered following the information swap activity, rather than the teacher providing the answers straight away, the whole class can listen to the song again. The students can then try to find the answer to the questions that have not been previously understood. These techniques involve group work and problem solving. They also instigate further communication and facilitate listening comprehension development. Post-listening Students’ discussion of their ideas and feelings about the songs they have listened to and also the study of problematic words or expressions can be considered in final activities. In this section, the teacher could round off the lesson by asking students to write a paragraph about the song’s theme by utilising the new words included in the song. By doing this, besides practising the ability to understand the gist of a song, the students will be prompted to use the new vocabulary independently. ConClusion Comprehension of the spoken-word plays an indispensable role in second-language learning. Incorporating music-based activities into language teaching routines has been very successful in improving listening. It is a motivating factor and provides other sources of learning rather than mere exercises in the English textbooks. It is recommended that teachers expose their students to a more real-life atmosphere by encouraging them to listen to language in a non-academic environment. This situation could be brought about by supplementing language classes with music. Music as a permanent teaching aid not only facilitates listening comprehension, but also enhances enjoyment and adds a new level of interest in students. referenCes Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman. Byrnes, H. (1985). Teaching toward proficiency: The receptive skills. In A. C. Omaggio (Ed.) Proficiency, curriculum, articulation: The ties that bind (pp. 77-107). Middlebury, Vt.: Northeast Conference.
English Australia Journal 27.2