Song and music in language learning

After

all this

excellent

the children achieved

should

and to build

classroom!

That

training

on the story

up a tradition

would

It is well-known and gesture.

education

development

in syllabus

teaching

the teaching Clarity

efforts

design. not

profession,

of Innpuagc should

In wishing

enlarges

role as EFL;ESL

Her

to name just

lives,

on espcrienced

plea to the policy in EFL/ESL

understood

the story

that

H hat they have even outride

the

by every expression

and gives

teachers

practical

advice on

for young children.

classroom

makers

help and incentives

only

was no ruggection

and staff

language

on this

Topic-

teacher\. who should

and purseholders

to support

can be echoed by all members

of

circles.

be the aim of tcachcr traincr5

to bc very clearly

and heuristic.

that

be an actor transmitting

is dependent

by financial

there

parents

suggestion.

Garvie

for their

that

to show

by showing

that the teacher must

all types of teachers

be involved

I am surprised

be my additional

On teacher

based curriculum good

work

act it out at the end of term

I would

as tvell as teachers of ESL

have rcplaccd

~~r?f‘lufir/,~.

students.

X-i~ic~~~l~dit

corrrhininp. uctive/illl.v.~icul and b_v Irid arid errvr

a fe\v, with

or irJtit~p~~r~tl~~nll.v. This

book

language

gives

a practical

box. hlorc

have been helpful of the cstcn\ivc prcat slrcngth follow

start

to those

wanting

to IISC story

ac an added

detail about some nspccts such as niatcrial-nl;tkiri~ for

the incspcricrtccd

hictory

on Ianguagc

lic5 in her Icaching

tcachcr

and could

dcvclopmcnt

ability.

have u~cfully

of young

in the

children

would

rcplacccl conic

t hc pa$t 70 year\. [tlic

over

and tcaclicrs

tool

and role-play

Garvic’s

can confidcritly

her guidartcc.

C;riiI’slralJc INWOO

53

Mullchcll

60

C;crniany

1El’, TIlLI, Song und ,\lmic* irr L~J~I,~Juz~~~~ l,eurrri/rg. An Analysis of Pop Song I .yrics t hc Cfw ot’ Song and Music in Teaching English to Speakers of Ot her Languagccs. IIcrn:

MU Kl’t and I’ctcr This

L.ang,, IWO. exhaustive

English

wanted literary.

“exploitation understanding

to

that

possibilities”.’

(European of

English

songs

go dccpcr

musicological. In

University pop songs

and music

into

the

etploifufion

Xlurphcy’s

includes

lvork

IO in the main

of pop songs

a comprchcnsivc

body

of the book.

Series

was started

the

and economical Author’s

XI:

Education)

by hlurphcy

to work

(neuro)psychological,

sociological particular,

Studies,

sccmcd

of the e.vfenf of pop songs in the environment,

and the possible

refers

study

He recognised

and

philosophical,

Dhl X3.00.

and detailed

teacher.

classroom

374~~.

rather

a\ an

well

in the

~tnthropologic~tl, implications

aim

is

“to

of their

have

some

the e.~p/ur~urion for the extent,

in classcs”.~ bibliography

of 360 titlcs,’

many

of \vhich hc

In the first

par-1 of the book

o/’ Ihe Ery/rsh impressive ( 1) The

pop

sane.

computer-based

“e.ut~nl oj‘pop .roq

(pp.S-I?‘),

Llurphq

To this

end,

analysis

of

attempts

he includes

the tests

in [he m~ironn~ent

to describe

a frequency

of 50 English

‘* i$ annlysed

the c.huruc.rt~ri.~ric..r

listing,’

which

is an

pop snnps.’

here through

larkus

studits

pop song among young people. e.g. hlurphcy’r research (1085) on the songs broadcast by Swiss radio stationsh and his survey (19S?) on S~.ic;s adolesants and their contact with pop rnu\ic.on the diffusion

oi

REVIEHS

Part

1. He suggests

that

music

and songs

for the following reasons: they are “widespread naturally -

they are “simple, they

“may

affective,

facilitate

ontogenetically”,

the

by means

331

may be useful

as language

in the environment”

yet adult”

(p.126);

development

of

of a neurological

learning

materials

(p.125);

language,

stimulation

both

anthropologically

of right

hemisphere

and

functions

(p.127); -

they

“resemble

most

(p.129); - they approsimate helpful

entail

terms” The

situational

to egocentric

for learning

might

closely

and inner

the suprasegmentals

the simple,

discourse”,

generalized

with

Therefore

contact.

sense dimensions

certain

“not

only

but its similarity

of egocentric

peculiarities could

song be

lo inner

speech

language,

but in adult

and songs

in language

(p. 132).

second

part

of

the book

(pp.l33-229)

is devoted

teaching. with a review of the literature (7) Murphey referring rapport

examines

briclly

Church

the

speech.

through

though

with

Ianguagc

(8) A survey

of

iri tticir the

Icarning

is Iticn

bc ;I uscfut

in order

has a long

prcscnlcd

puitlctinc

cla\ccs. Kcfcrring choice

in the Greek

education.

thcntrc.

“to

in Latin

history”

language

rtiat music

wggcst

of

in this

for

lo English

for

chapter

wishing (EFI.

l~angiiagc, traditional

(during

Icuctiirr~

(pp. t47-196)

lo cxpcrinicnt

as a I:orcign

dcsigncd

songs

in

their

(p.145).

intcrcsling

tcachcrs

schools,

and song and

I tic conlrrrrt~orirry we of rrrusic urrtl .sorijp irr lurr~uugc

chc past 24 years) by ilsctf

practices

in children’s

arid

evidence of the ILW of music and songs in instrlcc~iorr,

t~i.~!orical

to COIIIIIIOI~

to music

concerned with this subject.

which

could

wil h the use of songs

Murphcy

cxaniincs:

folk.

and

contemporary,

sllKtcIl~-sctcctcd); -

sludcIlc

t’ccdbxk;

tcarning

-conventional

Imgu:~gc

conlprctlcll\iorl,

pronunciation,

-

didactic video

Finally,

options

clips rhcrc

dictations)

language

and

is a short

(9) A general

ovcrvicw

teaching

and those

both

English

and music

to the didactic discussion,

only

USC of songs li:craturc.

(tis~cning

culture,

etc.);

mcthodotogics.‘”

laboratory.

chapter

on

USC of

the

(10) Murphcy

of rnwic

occurring

and for

examines

cd

song

music

oIhcr

and song

in the teaching

of other

here a number

of probkrns

difficulty

is the need for

cmcrgcs

uvuilut~k

cnvironmcnt)

for

language

(those ma&

is then

offcrcd

to the rcadcr.

languages.

and on those

which

rnuleriuls

in the natural

on his own observations USC”

applied

composition,

(pp.193-195).

tLlIlgllag~s

for

(ctozc,

catcgorics

grammar,

of other

wilt1 Ihe WC of music teachers

“bridging

and philosophers.

from

passive

routine

und songs. The

based

principal

to spo11tm1cous

(p.216).

(1 1) Currenf

pcdugo~ic~ut consirferurions.

in particular

Ihe stress

on the use of aulhcntic

materials.

on student-centered

matcr~als,

tend to support

In the conclusions rexear
[caching.

(pp.‘?l-‘40)

the author

all ot‘ v. hich are relatrd

and detailed

analysis, and

rclc\ ani‘c.

certainly

dibcourse”

on emotive

the u\c of music

learning

list<

a number

to the use of songs attains

(p.240).

Ica~cs

of areas

which

in language learninp.

its goal of showing and

and on the use of audio-k isual

and song.

to

“pop

the

songs’

rcaclcr

the

merit

further

xlurphey’s

deep

complexity, pleajurc

affect,

of

further

exploration. Picrangcla Scuola

di Lingua

via dei Termini

e Cultura

Italiana

Diadori

per Stranicri

n.6

I-53 100 Siena Ital>

xon:s

IAST.

KES

Chichcbtcr: Thcrc

phase

the language Some

Horwood,

can bc no doubt

a critical

classroom

1989,

are divided,

of the CALL

learning in which

altogcthcr,

Assisted Opinions

sccnc claim

Language

has failed

arc simply should

Scrics).

(CALI.)

has rcachcd

software

of the computer

somctimcs

to a foreign role.

Thcsc

in

even violent.

to give a new impulse

not suited

play a central

that the CALL

L.cwrnirr,q.

Applications

Learning

arc passionate.

that CAL-L

activities

on the observation

irr I.unguo,~c

and their

as to the effcctivcncss

discuGons

that coniputcrs

communicative

based their arguments

Twhniqtres

Irr[dlipvu

168 pp. (Computers

that Computer

in its dcvclopmcnt.

classroom

okrvcrs

language

Arfi/i’ciol

U’II.I.IAM. Ellis

to

language

critics

so far dcvclopcd

have

mcrcly