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Why Use Music in English Language Learning? A Survey of the

Literature
Given the limitations of the author’s original study, there appears to be a need for
additional research of a similar nature examining teacher attitudes and practices with a larger
sample size in order to increase statistical significance. Furthermore, several interesting
questions arising from the study point to a need for further research. There is a need for an in-
depth study with a class of teen and adult learners to measure effects of a music intensive
teaching methodology versus conventional methodologies. There is also a need to establish,
by conducting research on subjects of various age levels, whether the influence of music is
greater at any one particular developmental period. Additionally, further exploration of
teacher attitudes and prejudices pertaining to Hip-Hop and rap, making connections to World
Englishes and identity, is in order. Lastly, little has been done in the subvocal involuntary
mental rehearsal of the Song-Stuck-In-My-Head-Phenomenon (Murphey, 1990) and the
motherese of adolescence (Murphey & Alber, 1985; Murphey, 1992a) since first published,
although “both are still viable concepts and researchable” (Murphey, 2010). A number of
practical suggestions made by respondents during the course of the author’s study point to
ways that a possible disconnect between teacher theoretical support and classroom use can be
ridged. Numerous respondents requested materials development as a resource for use of
music by language teachers. Of the many useful music books aimed at English language
teachers of adult and teen students published in the 1990s, only the Murphey (1992) is still
available. Therefore, the suggestion from many respondents to publish new materials may be
valid. Potential suggestions include (1) a journal aimed specifically at uses of music in
language teaching, with opportunity for feedback and conferences (2); a practical resource
book with ready-made photocopiable lesson plans and worksheets (3); and lastly, an edited
collection of music in language-learning journal articles so that teachers and future
researchers can easily access the growing body of published research in this subfield. This
literature review is an attempt to address the last point. Overall, the results are clear in
suggesting use of music and song in the language-learning classroom is both supported
theoretically by practicing teachers and grounded in the empirical literature as a benefit to
increase linguistic, sociocultural and communicative competencies.
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The Impact of Using Technology in Teaching English as a Second

Language

It is well known that our new life is highly affected by the era of information technology, and
technology plays an important role in today’s human society development. Based on this fact,
it is indispensable to take advantage of the modern technological facilities in aiding the task
of English language education. Students trying to learn English as a second language need
further language support. They need to practice in hearing language, reading language,
speaking language, and writing language in order to develop their experience and skills
(Ybarra & Green, 2003). For doing such tasks, they are in need of using various tools which
can help them learn the language easily and effectively. The term New Technology includes
communication techniques for language teaching in which the personal computer plays a
central role (Davies & Hewer, 2012). There are, however, other technological tools that can
be utilized in language learning besides computers. Each technological tool has its specific
benefits and application with one of the four language parts (speaking, listening, reading, and
writing). However, in order to use these techniques successfully, the ELL student should be
familiar with using computers and internet, and capable of interacting with these techniques.
The effect of technology has become huge in teaching and learning the language in addition
to the instructor's role. In other words, the role of the instructor together with the role of the
technology can lead to advanced learning results (Sharma, 2009).
Using technology in learning a second language has become a real necessity nowadays. This
paper has reviewed briefly how technology can be utilized in developing the language skills
of the learner. Different methods for using technology in improving the four language skills
were discussed thoroughly. A case study was also carried out to estimate the acceptability of
some students for the utilization of technology to enhance their language skills. As a result,
the following concluding remarks and recommendations can be recorded:
1. As technology has developed, the incorporation of this medium into the instruction process
becomes necessary.
2. The computer is being viewed more as an integral part of the learning activity, and as a
means by which skills are transferred to learners.
3. Theory and practice in second language learning can be matched together by the use of
modern technology.
4. Modern technical ways should be followed for effective learning and teaching of the
second language.
5. English language teachers should encourage their students to use technology in developing
the language skills.
6. Educational institutions should modernize their technical instruction capabilities by using
new equipments and laboratories for supporting the teaching process.
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Making Informed Decisions About the Role of Grammar in Language Teaching

Whatever your methodological preference may be with respect to teaching ESL, I would
argue that you need to know the rules of English grammar to carry out the following
responsibilities adequately:
1. Integrate form, meaning, and content in syllabus design and lesson planning;
2. Selectively identify student production errors in need of correction (consider learner
variables and instructional variables);
3. Prepare appropriate activities for getting students to focus on form when needed;
4. Develop effective strategies that raise students’ awareness of their own errors and enhance
their ability to self-correct;
5. Answer students’ questions about English grammar.

As a caveat, it should be noted that ESL learners never truly attend to form unless they want
to and are able to do so. One of the best times for them to attend to form is after
comprehension has been achieved and in conjunction with their production of meaningful
discourse (perhaps spoken but more particularly written discourse).
It must be recognized that grammar is but one of many important aspects of language
teaching. To be optimally effective an ESL teacher also must be able to use the target
language (English) well, must have methodological expertise and classroom management
skills-not to mention reasonable teaching materials, proper facilities and motivated students.
To conclude, let me return briefly to the moral of the tale of the four blind men of Hindustan.
I do not recommend that any ESL teacher take an extreme inflexible position (i.e. always
teach grammar, never teach grammar) based on limited experience with one small part of the
total ESL teaching-learning spectrum. I recommend that the ESL teacher consider all the
relevant variables, and then arrive at an informed decision for each distinct teaching situation
he or she faces. The teacher must, of course, also have acquired or be willing to develop the
necessary knowledge of English grammar along with the pedagogical skills to apply that
knowledge effectively. ’Part of this explanation and some of the exercises are adapted from
Celce-Murcia and Larsen-Freeman (1983:4334). 60ur desire to help the ESL teacher develop
this needed knowledge of English grammar as well as an ability to apply this knowledge
effectively was what motivated Diane Larsen-Freeman and me to write The Grammar Book.
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VIDEO 4
“How to Improve your Reading Skills”
Reading can improve your vocabulary. Studies show that reading significantly
improves people's receptive vocabulary. These are words that you might not necessarily be
able to produce, but you can recognize them and understand them when you read them in a
text. Studies have also shown that vocabulary is most important when learning a new
language.
Actively observing the text, you can improve your grammar. Basically, your grammar
improves when you're paying attention to what you're reading and follow the patterns of the
text. This will enhance other skills, such as writing, or speaking, and it's especially important
if you're trying to learn English for academic or business purposes.
Here are four ways to improve your reading.
1. Read, and read as much as possible
There're so many things you can read in English: books, magazines, articles, newspapers, etc.
Read something you like, If you like history, read about history. If you like sports, read about
sports. Just choose something that will keep you reading, and remember: practice makes
perfect. Whatever it is you're reading, read it more than once.
2. Check your comprehension
If you're reading an academic article, you can write down the main idea of each paragraph.
Then, when you're done reading, you have a summary of the entire article. Or, if you're
reading a storybook, check your comprehension by paraphrasing what you've read. You can
either write it or say it in your own words.
3. Read at the right speed
Let your hand be your guide. Put your finger on the text and move it along as you read. This
will help you find the right speed for you that will maximize your comprehension. If you're
looking for a challenge, there are many speed reading exercises online.
4. Ask questions about what you are reading to interact and engage with the text
For example, before you read, you might ask : Then look for the answers while you read.If
you're an advanced English learner, think of questions with more substance. When you
interact with the text, you will become a better, more efficient reader.

QUESTIONS
1. Why grammar improves another skills such as writing, or speaking ?
2. What the effect of put the finger on the text to make the right speed?
3. How to make a good questions with more substance?