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1、DEVELOPMENTOFLANGUAGETHROUGHMUSICINEFLCLASSROOMBy:MahaAbdulRahmanWhenIfirststartedtolearnEnglish,Iwaitedanxiouslytolearnalltheskillsofthelanguage,andparticularly,tolearnsongsinEnglish.Whatabetterandquickwaytogainknowledgeandconfidenceinorallanguagethanthrou
2、ghmusic?Youngchildrenseemtobenaturally“wired”forsoundandrhythm(Davies,2000).Songsareveryvaluableindevelopingpowerfulaccesstothenewlanguagebybeingenjoyable,fosteringconfidence,and,increasingattentionspanandmotivationtolearn.I’vebeenthinkingalotlatelyabouttea
3、cher–studentinteractionintheEFLclassroomandthepossibilityofproducingthetargetlanguagethroughsongs.AcommonproblemforEFLteachersishowtodealwithapassiveclasswherestudentsareirresponsiveandavoidinteraction.Infact,thiscanbeafrustratingexperienceforbothparties.So
4、,howcanteacherseaseanxietyandencouragestudentstousethetargetlanguageintheEFLclassroom?Howcanteachersutilizesongstocreateanenjoyable.learningatmosphere?EnglishinPalestineislimitedtoafewhoursperweekofformalclassroominstruction.Learnersdesperatelyneedincreased
5、exposuretotheforeignlanguage.Orallanguageisaninteractiveandsocialprocess,andusingsongsisanaturalwaytoexperiencerichlanguageinapleasurableway(Woodall&Ziembrosk).Infact,thereareanumberofreasonsintroducedthroughouttheliteratureforusingsongsintheclassroom.Parti
6、cularly,thereanumberofaffective,cognitiveandlinguisticreasons.Songs,accordingtomanyscholars,areamongthebestwaysofteachingaforeignlanguage.TheauthorsofSpectrumPrentice-HallRegentsPublicationsstatethatsongsareanimportantaspectofculture,representingthehistory,
7、folklore,andcurrentidiomofacountry.Singingcanbuildstudents’confidencebyallowingthemtoenjoyadegreeoffluencyinEnglishbeforetheyhaveachieveditinspeaking.”Also,songscanbeincorporatedintoalllanguageskills(listening,reading,writingandspeaking).TheWorldWideWeb,bei
8、ngprevalentinboththeclassroomandstudents’dailyliveshasmadeaccesstoEnglishmusicandlyricseasier.TheAffectiveFilterHypothesisisoneoffiveproposedhypothesesdevelopedbyStevenKrashen.Thishypothesisisrelatedto
