Study on music as a methodological strategy in the development of the four skills to learn english l

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR

FACULTAD DE EDUCACION

STUDY ON MUSIC AS A METHODOLOGICAL STRATEGY IN THE DEVELOPMENT OF THE FOUR SKILLS TO LEARN ENGLISH LANGUAGE IN 1ST YEAR STUDENTS SECTION B ENGLISH COURSES, COLEGIO SANTA INES, 2008-2010

WORK PRESENTED BY HUGO ALEXANDER CAMPOS BORJA

TO OBTAIN THE DEGREE OF BACHELOR IN ENGLISH LANGUAGE TEACHING

APRIL, 2010 SAN SALVADOR, EL SALVADOR, CENTRO AMERICA

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR

FACULTY OF EDUCATION

AUTHORITIES

ING. LUIS MARIO APARICIO RECTOR

LIC. CATALINA MACHUCA DE MERINO ACADEMIC VICE-RECTOR

LIC. JORGE ALBERTO ESCOBAR DEAN

STUDY ON MUSIC AS A METHODOLOGICAL STRATEGY IN THE DEVELOPMENT OF THE FOUR SKILLS TO LEARN ENGLISH LANGUAGE IN 1ST YEAR STUDENTS SECTION B ENGLISH COURSES, COLEGIO SANTA INES, 2008-2010

Lic. Estanley Oviedo Bermudez Presidente

Lic. Emilio Pacheco

Lic. Yesenia Sosa Mestizo

1er. Vocal

2do. Vocal

Lic. Irma Isabel Martínez Martínez Asesora

Hugo Alexander Campos Borja Sustentante

ACKNOWLEDGEMENTS

I really want to give my special gratitude to Lic. Irma Isabel Martínez, Lic. Estanley Oviedo Bermúdez, Licda. Sara Alicia Vásquez, Lic. Emilio Pacheco, and Lic. Claudia Yesenia Sosa Mestizo because of their dedication and time to make critical readings and detailed comments which were really important to develop the present study.

DEDICATED TO

■

I’m really thankful with the Almighty God for giving me a new chance to finish this highlight and obtain my academic degree. He is the only one who keeps me going on to grow professionally and give me the best in life.

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I want to thank to my beloved grand-father Rogelio Campos Gómez, my mother Maria Cristina Campos, and my aunt Bernarda Alicia Campos because they were always supporting me all the time when I really needed.

■

My dear Rocío Elizabeth Portillo, who was giving me all courage, supporting, and prayers to finish my major thought these previous years.

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To my best friend Rodolfo Nehemías Uriarte, who was patiently helping me in each moment to complete this work.

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I also want thank to my brothers, cousins, and nephews for being closer and concerned about this work.

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Thankfulness to my friends from UPES: Mario Abel Segura, Juan Carlos Cortez, Roberto Vega, Marlon Samayoa, Carlos Rivera, and Juan Carlos Perez because they gave me company while the research was being developed.

INDEX

CHAPTER I CONCEPTUAL FRAMEWORK

INTRODUCTION……………………………………………………………….................

i

1.1.

GENERAL AND SPECIFIC OBJETIVES………………......…………..............

02

1.2.

BACKGROUND…………………………………………………………………….

03

1.3.

JUSTIFICATION……………………………………………………………………

05

1.4.

STATEMENT OF THE PROBLEM……………………………………………….

08

1.5.

FINDINGS AND LIMITATIONS…………..……………………………………..

11

1.6.

CONCEPTS AND CATEGORIES………………………………………………..

13

CHAPTER II THEORICAL FRAMEWORK

2.1.

THEORICAL-METHODOLOGICAL BASE……………......…………...............

15

2.2.

EMPIRICAL FRAMEWORK………………………………………………………

41

2.3.

THEORICAL-METHODOLOGICAL FORMULATION…………………………

57

2.4.

DEVELOPMENT AND THEORICAL DEFINITION..……………………………

63

CHAPTER III OPERATIONAL FRAMEWORK

3.1.

DESCRIPTION OF THE SUBJECTS OF THE HIGHLIGHT…………………..

66

3.2.

PROCEDURES FOR THE GATHERING OF THE INFORMATION………….

68

3.3.

SPECIFICATION OF THE TECHNIQUES OF THE DATA ANALYSIS……...

69

3.4.

CHRONOGRAM…………………………………………………………………...

70

3.5.

RESOURCES……………………………………………………………………….

71

3.6.

PRELIMINARY INDEX OF THE FINAL DRAFT………………………………..

72

3.7.

BIBLIOGRAPHY USED…………………………………………...………………

73

3.8.

ANNEXES……………………...……………………………………………………

75

INTRODUCTION

Music is a kind of known melody which is combined with rhythm and harmony. They are frequently used by many teachers in teaching English. Sometimes they can be used to relax the class that is being given. Music can offer a variety of techniques to be work.

The usage of music can be used as a kind of methodology because it offers a lot of forms to learn and practice a new language. Even some teachers use it as a didactic tool in the classroom.

In this sense, this work presents some techniques and methodologies that were applied in the years of 2008 and 2009 at Colegio Santa InĂŠs. This highlight gives some descriptions which can be used by teachers using mainly music. It also provides a reference for teachers to apply different activities during the teaching process in a motivational environment. By making this highlight, it was thought to share some ideas about how to use music in the English Classroom in order to get improvement in the four basic skills in students. Even, this material can be used by English teachers as a part of their daily work.

In the same way, in this study, from the theorical framework, there are some descriptions about theories, methods, and approaches. The previous ones contain revised information related with music. This described information in part two makes reference to contrast to the main usage of music. It is also considered that the study about how music can work in English classes as a methodological strategy is carried out with researcher´s point of view to the authors´ theories.

The Operational Framework contains descriptions about the subjects in research. It also has descriptions about how data gathering procedures and data analysis were done to determine the main importance of music. In annexes, there is a sample song from the designed guidebook with some techniques which are related with music and its applications in the teaching process.

STUDY ON MUSIC AS A METHODOLOGICAL STRATEGY IN THE DEVELOPMENT OF THE FOUR SKILLS TO LEARN ENGLISH LANGUAGE IN 1ST YEAR STUDENTS SECTION B ENGLISH COURSES, COLEGIO SANTA INES 2008-2010

CHAPTER I CONCEPTUAL FRAMEWORK

1.1.

GENERAL AND SPECIFIC OBJETIVES

GENERAL OBJECTIVE

To highlight the importance in the application of music as a methodological strategy in the educational process in learning the English Language by formulating a didactic guideline.

SPECIFIC OBJETIVES

To identify the basic functions on music in the learning process.

To make a brief description about the different methods and techniques in the educational process that can work with music.

To design a didactic guideline by using music to apply the four basic skills in a communicative context.

1.2.

BACKGROUND

Music has a big influence in the human beings. It has the power to produce an effect in the affective and moral character in each person. It also has good cooperation for personality and intelligence development. It allows certain skills and competencies that help to grow to all apprentices of a foreign language. This background will help to understand better how music is an excellent strategy to be applied in the learning process because it helps to develop essential qualities in performing a new language.

This document has been empowered with the next theoretical antecedents that reinforce and supplement the idea of music as a strategy within the learning process. Mata Barreiro describes the importance of using popular songs in learning foreign languages and how main macroskills in learning could be influenced through music. 1 So, the learning process demands a great amount of rhythmical sounds in order to improve knowledge and abilities.

Thus, the audition from a song creates different reactions. In this way, students can listen, learn vocabulary and expressions, and sing to practice abilities such as rhythm, intonation, and correct pronunciation. Even, as a recreational activity, songs create a choice to other oral activities which are really motivated. English songs can be introduced to a pedagogic phase to get a mutual enrichment in students´ learning.

In an experiment about learning and recall, Wallace mentions that texts are better recalled when it is heard as a song instead of a regular talk, but it requires at least three times using the same melody.2 This researcher emphasizes listening skills

1

Mata Barreiro, C. (1990). Las Canciones como refuerzo de las Cuatro Destrezas. En Didáctica de las segundas lenguas. Estrategias y recursos básicos. (158-159). 1990. Madrid, España: Grupo Santillana de Ediciones, S.A. 2 Wallace, Wanda. (1994). Memory for music: Effect of melody on recall of text. En Journal of Experimental Psychology: Learning, Memory, and Cognition. Vol 20(6), 1471-1485.

through repetition and at the same time, he contrasts it with people that have heard a single verse in a text or uses of the same text when it is spoken.

English lyrics from music can contribute to know more vocabulary and structures.

Words and phrases are studied to focus students on different characteristics like stress patterns and several forms in speech. As a result, musical structures can help in the learning process to understand the main message from it. It´s really important to establish oral strategies (Drill Practices) which students can practice English with a different cultural approach in order not to lose the motivation and active participation.

Edgar Willems, cited by Sagastume, in Musical and Educational Psychology, values music as a resource in learning in everyday life. He recognizes the importance of singing to babies to develop certain skills to speak any native language.3 Sagastume also manages the influence of music in early learning of a foreign language as a result of training by teachers to kids in preschool.

These previous studies carried out around the topic of learning through musical stimulus represent a strong backup for this research because reveals recent information and also it goes through similar studies done in this field.4 Applications of music in the acquisition of four macro skills are not implicit in any previous research done in English area in El Salvador, even though it is mandatory to consider its own importance specifically in listening and speaking.

All these researches about the influence of music in classrooms present a deep and powerful tool to understand better all the benefits a regular teacher can use in his daily practice. Therefore, it would be a great source of consulting for further documents.

3

Sagastume Umaña, R. y otras. Influencia de la educación musical en el desarrollo del lenguaje en niños y niñas de educación parvularia sección 4 años de la zona 1 del distrito 02-08 de la ciudad de Santa Ana. Trabajo de Grado. Licenciatura en Parvularia. Universidad Francisco Gavidia. San Salvador.

4 Ticas, P. y otros. (2008). Guía Metodológica para Investigaciones Institucionales y Escolarizadas. San Salvador: Universidad Pedagógica.

1.3.

JUSTIFICATION Music can be a fantastic way to quickly and easily review the English Language that students previously practiced in class. One respect we have to consider about using music to learn is that each student just does not forget lessons they have learned and practiced through the different materials applied in the teaching process.

Mata Barreiro also implies that the creativity applied from teachers must be a priority function in teaching process.5 From here, teachers must establish different techniques to develop some competences in oral and written phases by using proper materials and activities. In this way, music is a powerful learning tool.

English Teachers should use more music in the classroom because the class can create a warmer and a more effective learning climate.

Thus, this study pretends to demonstrate how useful and practical music is as a methodological strategy to learn in EFL free courses, as well as, elementary and middle school. So, the contribution will empower to any person who works in EFL. This guide is a strong back up to teachers because it commits teacher´s practice with information that encounters students with his own reality. It also motivates students in learning a foreign language, especially adult students that regularly attend classes after job responsibilities.

During the teaching process, music can create and stimulate the previous learning. Students learn much better when they already know a previous topic that is what Ausubel´s theory of significant learning presents. This principle in the assimilation process describes how students acquire concepts and how their cognitive structures are organized by themselves. The significant learning takes place when the new information is gotten by an effort on student´s side. The organized concepts that students acquire are represented as the new knowledge.

5

Mata Barreiro, C. (1990). Las Canciones como refuerzo de las Cuatro Destrezas. En Didáctica de las segundas lenguas. Estrategias y recursos básicos. (167-169). 1990. Madrid, España: Grupo Santillana de Ediciones, S.A.

When students have this previous knowledge, they can get and understand easily the new learning about that topic by using music. This way is a pleasant phase which students can enjoy by practicing the previous background because this one is essential to get learning.

Teachers must have conscience that music is a kind of comprehensive development for students because it allows learning properly and they can feel good. In this sense, knowledge (or significant learning) can be assimilated quickly and effectively by applying the active participation in students.

A daily activity that is developed in our environment is the act of listening to music. Perhaps, some people just hear it. In any case, music has surprising effects in our lives, especially in societies like ours because we have an enormous quantity of auditory stimulus; music produces surprising effects in people. Among these effects we have necessities, enthusiasm, happiness and energy. Rene Foorcade mentions that the effects previously described are essential elements of the human motivation. 6 Motivation makes up the base of activities and behaviors that are determined in human conducts.

For this reason, music in teaching process can be considered in a complete way.

The proposal as a methodological guide will provide a great help in individual level as groups. The benefits obtained in this research can be really big, specially to find out if music affects directly the people’s mental condition. Through music, students can face real models with their learning because they can practice vocabulary, grammar, listening comprehension and fluency.

Music as a methodology is really important to be developed in classes at Colegio Santa Ines because it is a tool which students can practice English, using the

6

René Foorcade (1977). La motivación en la enseñanza. (13-14). Madrid, España: Narcea, S.A. de Ediciones, 1977.

appropriate techniques to develop the main skills in the Teaching – Learning processes.

The current highlight will provide conceptualizations and description about different methodologies to help with the expectancies about learning and practicing a language using mainly music. This previous statement will also be a help for any teacher who wants to get a better environment with motivation during the teaching process. Even, teachers can prepare extra material using music with some techniques that will be described in the guideline proposed in this research.

Music applied with specific techniques is just an attempt to get a better quality in the teaching process. The main purpose of this research is to give other techniques using music. But not only is the material described in here going to work by itself. As well, it is necessary to consider that there are other aspects in teaching process such as competent and dynamic teachers, new techniques and methodologies, and new designs in support materials to help students in their learning process. This research is going to give a brief description about different methodologies and techniques in educational process that can work as well with music. This will be a generous resource to be shared with future researches, students, and teachers.

1.4.

STATEMENT OF THE PROBLEM

Is music an effective methodological strategy in the development of four macro skills for learning a foreign language?

The question above introduces a great dilemma and a dialectic confrontation because EFL teachers in free-courses especially in managing adults courses tend to use traditional methodologies while teaching. On the other hand, constructivist teachers prefer to include new resources for teaching.

David Nunan contrasts behaviorist and constructivist teachers’ role.7 He provides mainly frontal instruction where students listen then repeat in a very uncreative way because it reduces everything to a mechanical way of doing it. However, constructivist teachers facilitate learning using different resources around students´ contexts.

Most teachers who work with teenagers and adult students prefer to use traditional methods i.e. asking direct yes/no questions with no chance to be creative, they are stuck to the text book, and their objectives are to finish contents from the table list. So, classes tend to be more passive, traditional and behaviorist where motivation is basically extrinsic. This is one of the reason apprentices stop attending classes after the first three courses.

Listening, Reading, Writing and Speaking are the four macro skills used in teaching EFL. Constructivisters such as Jean Piaget and Lev Vygotsky are more implied in using different methodologies to achieve those skills because it involved an active system where students construct their personal knowledge, identify problems and use a self-directed learning through theater, music and other resources.8 7

Nunan, David. (1999). Second Language Teaching and Learning. Canada: Newbury House Teacher Development.

8 Woolfock, Anita. (2004). Educational Psychology; Ninth Edition. Pearson Education Inc.

Music has been diminished in the Salvadoran educational system. MINED has eliminated it as a subject from Primary and Middle public schools. Most of private schools do not offer music in their respective curricula. Besides, music has been eliminated from the university bunch of careers, and educational institutes. For this reason, a musical guide is going to be designed in order to become a resource to those people that do not know how to motivate students, and how to use a very interesting resource.

Motivation is also a good methodology which helps the pedagogical dynamic.

That describes how important music is and it`s a deep necessity to be applied in the

teaching

process.

Therefore,

Mata

Barreiro´s ideas represent

the

epistemological side in this research, which leads to a very wide range of theories of knowledge. But also, motivation is a part of the Psychology. For that reason, it is mandatory to initiate in a dynamic way. We can establish a dynamic class by developing some abilities such as memory, perception, attention, and as a final goal, meaningful learning. 9 Music has a deep influence in our social environment.

In this sense, we run into music in every day activities, in the streets, buses, shopping centers, and hospitals. So, nowadays all young students are involved in listening to English music.

Learning a new language becomes a priority for some people that have recognized that music is a powerful tool in the learning process. This demand has brought the need to apply music as a main root, although the current curriculum does not take it. Considering epistemology as the science of the knowledge, motivation could be a clue for learning because it allows people to have a reason to practice the new knowledge.

9

Gardner, Howard (1993). Frames of Mind. The Theory of Multiple Intelligences. New York: Harper Collins Publisher. Inc.

In the learning process, music might be something that can make a learning environment really stimulating because some experiences with music inside the classroom show a good effect on the atmosphere in the classroom. We can consider that students listen to music with pleasure, and this point must be a good advantage to get learning in them. English music has been developed as a part in our lives. This previous point indicates that music has taken a good value in the teaching process.

Music can be a good strategy to evaluate significant learning or to assess the learning level for the English students. While students listen to music, they practice the vocabulary and improve grammar points. In that sense, they can get a better comprehension and understanding of the English language. Students learn English by singing in the same way they improve their listening and speaking skills. During the teaching process, the teacher can apply different techniques in order to cause motivation inside the class. When teachers use music, they generally apply different techniques such as fill in the blanks, translation techniques, repetition drills, dictation exercises, etc.

The researcher considers that English must be fun and entertaining while students learn English, and the new material can provide motivational activities which help to improve the four main English skills: reading, writing, speaking and listening phases.

1.5.

FINDINGS AND LIMITATIONS

Music is one of the greatest contributions to the humankind; the King Salomon on his Psalms praises God over the magnificent of strings and cymbals. He also did repentance acts using music as an instrument of great eloquence towards God.

Music is also a resource in healing sick people. Researches have played music to cancer patients and there is certain improvement in people´s health. 10 In aggressive students relaxing music has decreased abusive behaviors said a Tennessee Technological University study. On the contrary, college students exposed to a different genres (aggressive, depressing) of music have had an increased of bad mood and disposition.11

Referring to early education, sisters Agazzi, mentioned the importance of musical education in developing language skills. They considered that music allows pupils to comprehend better how the language works and how they start to produce it.

This Agazzi´s method was designed, among other things, to discriminate sensorial disturbance, just to focus on specific sounds. Reaching those would be very difficult in certain kind of people, for that reason it was necessary to promote singing on students.

But this method implies an own personal interest and motivation in learning. On the other hand to contrast this, Vigotski, in his collaborative knowledge theory mentions the importance of social learning where students create thoughts from their experiences of learning with others.12 This researcher contributed with his sociological theory in language basis fundaments because students in a foreign language classroom can attach new experiences in the language that can help to start producing a speech act. The four macro skills can be developed throughout 10

Salud Diaria. Electronic Reference (En lĂ­nea). Recuperado el 22 Febrero de 2009 de http://www.saluddiaria.com/musicoterapia-para-curar-enfermedades/ 11 Joseph, Joe R. (2006). The effects of music on temporary disposition in college student. In Higher Education Review. Loyola University. New Orleans. USA. 12 Woolfock, Anita. (2004). Educational Psychology; Ninth Edition. Pearson Education Inc.

the application of this theory in an adult learning environment. Even though, Vigotski´s experiences were not direct in a foreign language class.

Meaningful

learning

theory

reinforces

the

importance

of

music

as

a

methodological strategy in learning a foreign language. David Ausubel´s theory remarks teacher´s role inducing students to acquire knowledge through significant things around them.13 So, the professional must be creative to use resources that exist in everyday life to combine them with themes and objectives in class to lead students to the scaffolding learning. In a foreign language class, Ausubel´s theory introduces an enormous opportunity to bring up things that learners see, listen, touch, smell and remember. Thus, English music is so popular among young and adults that using that as a methodological resource it has been a great benefit to many teachers.

Another theory to give a strong background to this study is the musical intelligence, based in Howard Gardner´s research on multiple intelligences. This appreciation on people´s behavior and attitude towards music allows individuals to have a great potential to learn using rhythms and sounds. So, from an individualistic to a bunch of people learning situations, language acquisition it could be because individuals can learn better if they are together and they share common things.

The musical intelligence is one of these general intelligences. People can be stimulated with music since they were born. People are able to get a high level in musical intelligence if they always have a good sense with sound. The different experiences in the environment make that a person can have learning in a significant form. The musical intelligence can be considered in different ways such as melody, rhythmical, and harmonic fragments that the same environment gives us.

13

Didáctica General I. (2008). Movimientos Educativos Contemporaneos. Material de Apoyo. Biblioteca Universidad Pedagógica.

1.6.

CONCEPTS AND CATEGORIES

Education is a collection of previous learning experiences which causes several effects reflected on students´ behavior.14 So, education as a system introduces the idea of teaching, which is the process to guides and facilitates knowledge to people of different levels and backgrounds. This indicator is so close related to the dialectic symbol of learning, that represent the process of adherence and transformation of ideas and knowledge into thoughts in the way to acquire skills and competences oriented to specialized individuals in certain areas.

Language is a system of communicating ideas or feelings by the use of conventionalized signs, sounds or gestures.15 Thus, in the importance of this study, foreign language acquisition means to acquire basic skills of any language leading to the objective of produce acts of speech. These competences could be in areas as listening, reading, writing and speaking. As well as, acquisition is a process that a child has in order to construct his own language it is getting information from the general environment and transform it into competences as a vehicle of communication.

Methodology, in foreign language acquisition is the different kinds of activities students do in class with a specific purpose that helps teachers to develop certain language objectives. In the practice, methodology requires a systematic way to answer how the teacher is going to get that information to students, so they can convert that into knowledge, this is what strategy is.

In this particular study, we consider music as a bunch of different sounds, rhythms, pitches that put up together in an acoustic way makes a rhythmical intonation called song. Music is a way to obtain and reinforce the four macro

14 15

Harmer, J. (2001). The Practice of English Language Teaching. England. Pearson Education Limited.

Hadley, A. (2001).Teaching Language in Context. University of Illinois, at Urbana Champaign.

skills. Song is that rhythmical chain of sounds. It also includes a linguistic approach that includes words, paralinguistics sounds, and strong feelings.

There are basic skills to understand and improve a language.16 Reading is one of the four language skills. It is a receptive skill like listening. It responds to text, rather than producing it. Writing is a productive skill and involves communicating message, something to say by making signs on a page. Listening is also a receptive skill and involves responding to a language rather than producing it. It also makes sense of the meaningful sounds of language. Speaking involves using speech to express meaning to other people.

16

Spratt, Mary; Pulverness, Alan; and Williams, Melanie. The Teaching Knowledge Test Course.

Cambridge University Press 2005.

CHAPTER II THEORICAL FRAMEWORK

2.1.

THEORICAL-METHODOLOCICAL BASE

Music is a fundamental tool in the learning and teaching process because it is part of our identity. It helps us to develop and practice auditory abilities, pronunciation and acquisition for vocabulary. Since children were born, they were able to identify words and objects through music or songs1. This process can be channeled for teenager and adult education of a foreign language, in this case, to learn and practice the English language.

With the previous idea, it was thought to design a highlight music application in a systematic way using different descriptions or communicative approaches. It allows the usage of songs which are easy to acquire in different cultural and lexical aspects of the English language. It also allows to increase vocabulary and grammatical points as well as to get big interests and motivation from students of the language.

There is a saying which was said by Ernest Theodor Amadeus Hoffman. He said that “Music starts when language is already finished” 2. This quote can refer that teachers have to extend for a long range the language teaching in the different levels while they pass on his or her knowledge. Teachers can apply music while they are teaching English as a foreign language as Hoffman suggested.

1

Mata Barreiro, C. (1990). Las Canciones como refuerzo de las Cuatro Destrezas. En Didáctica de las segundas lenguas. Estrategias y recursos básicos. (159). 1990. Madrid, España: Grupo Santillana de Ediciones, S.A. 2 Frases Celebres. Electronic Reference from www.liderato.com (en línea). Recuperado el 3 de Octubre de 2009, de http://www.literato.es/p/NDI2MA/

When children got the opportunity to enter to the pre-school education, they already learnt different songs, melodies, and even famous passages using classical music3. During the first levels from the elemental pre-school, different kindergarten teachers are still incorporating musical aspects during the teaching process.

Some teachers can conceive the idea to use music, rhythms, songs and melodies in the teaching process like something monotonous and really necessary in preschool and elementary education. Teaching through music in the elementary school is seen as the right method or technique, and even though there are some researchers that have done some researches about it4.

Probably the great majorities of students remember what they have learnt and practice when they were children. This previous statement can be considered because music starts when language is already finished. However, as a student approaches to the next levels in middle school, the usage of music as a didactic method is decreased and even some recreational aspects are omitted.

Music as a recreational aspect in higher level from elementary school is limited to the will of any teacher who wants to incorporate music into the English class. The applicability of music during the middle and high school is not continued to be a daily routine as it were in elementary school. However, there is a link between teenagers and even adults with music because it stays and gets very popular outside of the teaching and learning process.

Pilar Pascual Mejia considers that everybody is able to appreciate musical education and this is not only given to gifted people, but also to all people who

3

Frega, Ana Lucia. Música para maestros. (15-16). 1996. Barcelona, España. Editorial GRAÓ.

Sagastume Umaña, R. y otras. Influencia de la educación musical en el desarrollo del lenguaje en niños y niñas de educación parvularia sección 4 años de la zona 1 del distrito 02-08 de la ciudad de Santa Ana. Trabajo de Grado. Licenciatura en Parvularia. Universidad Francisco Gavidia. San Salvador.

4

like music in the least.5 Kurt Pahlen, a composer and musical writer, also considers that people have a lot of musicality; they have the ability to interpret and appreciate music.6 Pahlen also implies that is not necessary to make musicians, but make people who love and value music.

Human nature is giving the chance to get a link with music daily. People probably do not realize, but with music in its multiples manifestations: we listen to music at home, we buy compact discs, we attend to some concerts, people learn how to play any musical instrument, sing ourselves while we drive our car, sing in the bathroom, etc. everybody is really inside of these manifestations, but what does not happen in the teaching process?, Specifically in English courses for teenagers and adults?

Music can be considered as a common experience for all people. Liev Tolstoi, a Russian Novelist, said in one of his famous quotes that music is “the stenography of the emotion”.7 So, emotion, motivation, feelings, and the abstract power that brings music are some aspects we have to regain in English classes. Music should be in mind in all education levels. This is not meant to provoke musicians, but to improve abilities and communicative competences in students.

One of the objectives to apply this highlight is to consider the four basic skills in a communicative context. These are to be applied in English courses because listening, writing, reading and speaking are fundamental skills that students must have a good command in order to get a proper communication with everyone. All communicative acts include an affective aspect which is inside of the human beings.8 Emotion, passions, sensibilities, and feelings can not be separately

5

Mejía, Pilar Pascual. Didáctica de la Música (14). 2002. Madrid, España. Pearson Education.

Idem.

7 http://www.frasesypensamientos.com.ar/autor/leon-tolstoi.html.

8 Mejía, Pilar Pascual. Didáctica de la Música (24-25). 2002. Madrid, España. Pearson Education..

6

because they recall a communicative phase and this is not generally to pay attention when a teenager or an adult wants to take an English course.

English teachers can create a musical and ludic learning by giving to the students some opportunities to learn and practice new ways to think, to feel and to act out.

This phase is essential to the teaching and learning processes because they develop skills and language concepts. This is said because during the XX century, there was a great and brilliant person who considered music as a powerful language. Albert Einstein emphasizes with the following: “If I weren´t a physical man, I´d probably be a musician. I always think on music. I live every dream and wake up thinking on music. I can see my life using musical terms…… I get the majority of joys with music.”9.

There are different theories, methods and approaches that can be focused on the ways in which music is applied in different contexts. These theories can help somehow into the development of this study by giving different point of views from some authors that considered music as a good tool to be used into the English class.

A description of a cognitive science of music can help to extend many aspects that exist between the ways that music is experienced by listeners. Saying the previous statement, there is a cognitive theory that can be used to describe and to define the process in which music gets a cognitive development.

The Metaphor Theory, which was formulated by Mark Jonson, is one of the most philosophical and cognitive theories that has been applied with music recently.

The main idea of this is that the body is given a very important role in cognition.

Johnson emphasis the part of human understanding around the world is metaphoric.10 He also implies that project patters are changing constantly from 9

http://musicosybajistas.blogcindario.com/2009/03/00002-frases-de-musicos-y-para-musicos.html.

Peñalba, Alicia. Body and Music through Johnson´s Metaphor Theory: Critical analysis and Application of music (Part I). Magazine of Musical Culture, Vol. 9 (2005).

10

one domain to another. These project patters that people get are called “image schemata”. The function of this is when people show their image schemata (also called recurrent patters), people get the chance to get perceptual interactions and motor programs established with the same environment they were involved.

This theory recalls that human thoughts are metaphors. These chances are given through understandings that a person receives from the world. Corporal Multiples experiences that a person experiences are gotten from different situations in recurrent forms. These experiences are concerned to join with common characteristics from previous knowledges. When this phase is completed, image schemata are developed. In order to get metaphor cognition, there are three phases to be developed: corporal experience, an image, and the metaphor learning or metaphor appliance.

The metaphor theory got a big importance mainly with music. This theory proposes analytical tools by applying different aspects.11 As in teaching as in musical method, metaphors were used as a response by taking different abstract aspects from the reality using known terms. Musical theories were related to musical harmonies, rhythm, low and high sounds, and rhythmical cycles. These concepts are considered like metaphors because they were gotten from corporal experiences.

Mark Johnson also implies that cultural aspects are really important to get musical metaphors. He describes that cultural aspects take part using some controls inside corporal experiences because they are really necessary to get images to get knowledge.12 Culture can help to transform images to learning.

From music, people can get images from several culture environments.

Sensations by listening to music can take a kinesthetic and motivational ways. At

11

Peñalba, Alicia. Body and Music through Johnson´s Metaphor Theory: Critical analysis and Application of music (Part III). Magazine of Musical Culture, Vol. 9 (2005).

12 Peñalba, Alicia. Body and Music through Johnson´s Metaphor Theory: Critical analysis and Application of music (Part III-2). Magazine of Musical Culture, Vol. 9 (2005).

the same time, it allows to know the culture that the song, in this case, is expressing. Songs are giving to people imaging formation from different cultures.

How can people learn English through music using this theory? Through image schematas, it can be possible to analyze musical repertories, musical aspects, musical forms and rhythms amongst others. In addition, linguistics is immersed by helping to people to identify similarities through corporal experiences. People can learn because of the formation of images. These images are formed to make abstract experiences and at the end, metaphor is practically converted into image schemata.

There are some principles to be taken into music applying mainly the metaphor theory proposed by Mark Johnson. They are the graphic representation, linguistic connotations, and cognitive process.13 The graphic presentation is considered as a kind of analytical and pedagogical resource. In this principle, graphics are mainly presented and images are visualized in line of sight. It allows forming an understandable image which is established by helping of a sensory neuron. When people apply the neuron into a musical tone, they can understand every tone in each line. On the other hand, cycle images create recurrent and temporal experiences.

The main function of this concept is that this cycle starts with a previous state.

Then, event sequences are connected, and it ends where the cycle took place at the first moment. Music is related with the previous statements because it gives all corporal experiences that a person get interceded into a formation of a concept. This concept is determined by having daily experiences. Music is listened daily, and at the end of this process, it ends with some knowledge.

13

Peùalba, Alicia. Body and Music through Johnson´s Metaphor Theory: Critical analysis and Application of music (Part IV). Magazine of Musical Culture, Vol. 9 (2005).

Linguistic connotations are shown by the usage of terms. The majority of image schematas applied into music tend to construct musical theories and how this process is communicated with its principal constructs. Concepts and terms are formed by the creation of a corporal base described in the process previously said. Linguistic connotations are also described by making an image. This image satisfied some actions.

These actions are expressed when a person sees, listens, touches, tastes, or smells the own environment. With the previous ideas, it is said that this musical theory gives metaphors. Even linguistics connotations take parts to form metaphors. This means that a verbal representation refers to a sound metaphor, and this one is transformed into a lexical term. Lexical terms reflect how musical concepts are organized. From here, linguistic metaphors are built to get a human thought.

The cognitive process is described when people establish metaphors with previous images. These images are gotten from the same environment in which people are involved. Some structural characteristics are worked when a person is able to produce a metaphor using different concepts. In it, it is necessary that this metaphor contains connotative and denotative features. This is said because people are able to perceive some musical features that are similar to the voice expressed from the daily life.

Another point to consider is that people can capture and identify an image from an abstract phenomenon and the only way to get it is to understand how to form image schematas proposed by Mark Johnson.14 People can recall musical sounds by getting vocal sounds and other kind of sounds that people make by themselves. This is remarkable to think that people understand musical sounds through different activities they really do by listening to music. They can express

14

Peùalba, Alicia. Body and Music through Johnson´s Metaphor Theory: Critical analysis and Application of music (Part IV). Magazine of Musical Culture, Vol. 9 (2005).

metaphors. When this is made, people can realize through their own bodies by feeling and enjoying music.

The psychology of music is another science approach to be considered for the current study. It can be said that a development of a musical psychology is expressed mainly in an empirical way at a first moment. Then, a new knowledge gotten tends to give bases of interpretations about musical behavior and experiences. Musical behavior and experiences are taken into a systematic observation. When this is done, a theory is created.

The Theory of Listening with a new Consciousness is a psychological theory proposed by Helen L. Bonny and Louis M. Savary. They establish this theory represents a new way for music. They consider that music brings a special focus, and it uses its powers to uncover and enrich student´s listening patters with a new awareness.15 This theory for listening to music can be understood by people by considering the background they are involved. Everyone is really affected with music, and it is really an enjoyable experience that generates one´s consciousness.

Another description for this theory is when music is listened; it generates different states of consciousness. This brings different situations like: people can experience as full of insight, others make a healing force, other ones let the music take them into an unexplored feeling, and others take a specific awareness from the ordinary world. Music also has the main function to increase the consciousness when therapeutic values are considered. In this sense, psychologists and psychiatrists use it in hospitals, clinics and experimental centers to be enjoyed by everyone who loves music. This achieves people can reach new levels of consciousness and get a new dimension of awareness.

15

Bonny, Helen L. and Savary, Louis M. Music and Your Mind: Listening with a new Consciousness. (16).

Harper & Row Publishers, New York, Evanston, San Francisco, London (1973).

On the other hand, it is considered that several people around have collections of records or tapes that they really enjoy to listen to. For different reasons, their musical libraries are one of the most pleasant spaces for them. Folk music, pop, rock, country and western, classical, opera, and electronic music are all waiting for people to be experienced to get consciousness.

There is a unique and operative element in the new way for music. The authors above describe it as the Altered State of Consciousness (ASC). An ASC takes place when one person is concerned about how to pass from an ordinary consciousness into a non ordinary state. This is a self-induction that becomes a familiar part of one´s mental repertoire, one´s body, and mind are looking forward to a new experience.

In order to have an ASC, the theory requires three very important phases: relaxation, concentration, and induction.16 Relaxation means to feel very weightless. This process is related that the body´s muscles must have equilibrium or a balance. The technique is that muscles are situated in pairs, one muscle is designed to push out and the other is to pull back. In this process, when the body can get a balance, it feels very weightless. Subsequently to this, the body is considered to be relaxed. This technique is helpful to help students reach any situation from ordinary to a non ordinary consciousness. This is gotten when a mental pathway takes place as a meditation space. A meditation space can take the same process as a music listening space is.

In order to get the body relaxed, it is necessary to get some help of the mind. A relaxation process is established consciously. This conscious step sends message to the body to be relaxed. As well, an individual listener is able to establish a conscious procedure by taking key words or expressions. An

16

Bonny, Helen L. and Savary, Louis M. Music and Your Mind: Listening with a new Consciousness. (2328). Harper & Row Publishers, New York, Evanston, San Francisco, London (1973).

individual listener transfers these words into commands that the mind receives firstly, and then, they are sent to the body to act out as relaxed signals.

Another part very important of relaxation is to have a good breath. This technique is to maintain a good rhythm in one´s breathing. If an individual listener has a regular rhythmic inhalation and exhalation, it is possible to get a complete relaxation. Body and mind are connected to deal a balanced state, so, in every listening practice; the body must have a complete of relaxation. Only in this sense, a listening practice can take a deeper experience in a conscious way.

Concentration is another phase to get an ASC. When a relaxation phase is completed, concentration becomes an important part of attention. The technique in it is to get one´s mind into a focused object, word, or expression. An individual listener is just to identify this focused thing in order to get an acknowledge with uniqueness and details. The authors express that this is possible when a relaxation phase is covered. It is necessary to establish this second phase to create in one´s mind a practice concentration. Also, a listening experience can be really enjoyable and not only with objects but also with the sounding or a word, expression or syllable. When intoning a single note or a song is said, it sets up a vibration with different effects to the entire body. In this sense, the body is helped to respond into a constantly frequency of consciousness.

Induction is the third and the last step in a self-inducing to get an ASC. Taking in consideration the previous phases, this is a kind a new level of awareness. It is like going to the next category to displace to the center of one´s consciousness.

This phase is developed from an ordinary consciousness into a non ordinary state. Imagination can be considered like the activity to be done during an induction phase. When imagination is worked, a new level of consciousness is taking one´s attention. In this case, when individual listeners are touched with this phase, their ASC is ready to let music take them in any place they want to go with imagination.

The theory of the new consciousness also deals with two kinds of listeners: the individual listener and the group listener.17 Individual listeners can show different forms of mood as music can evoke different feelings at different times. A term used to describe this kind is the “ISO”. This term means “the same as” or “matching”. When a listening experience takes a place at the beginning of any process, the mood provoked by music is really matched with the listener´s mood.

The “ISO” can get the best results when this situation is given and students can be moved to learn and practice a new language. If the teacher plays music that matches with the student´s feelings, this is a help to reach an altered state of consciousness. So, the teacher has to select motivational music that can be really enjoyable with students. Students will practice English language in an entertaining way.

The second kind of listeners is the group listener. This was emphasized to guide with overall responsibilities the satisfying experiences for the group members. In this sense, teachers should be expected to provide different considerations like comfortable and conducting settings; to choose the musical selections; to use the proper voice volume; intonation; inflection, and speed of the musical delivery.

These aspects are important to deal with any unusual behavior in the group.

The main purpose to consider the previous considerations was that a guide given by the responsible provoked an ASC. People that received the musical experience guide got a mentally guide. Healthy and emotionally stable were also considered to instill trust and confidence in the group listeners. So, a guide from the teacher leads to establish a good induction session and a considerable control over the participants. When the participants are concerned about the guide they are involved, the goals are ready to get the participants learn well enough and reach an altered state of consciousness.

17

Bonny, Helen L. and Savary, Louis M. Music and Your Mind: Listening with a new Consciousness. (4245, 92-96). Harper & Row Publishers, New York, Evanston, San Francisco, London (1973).

When a group session of ASC listeners comes together for a listening section, it is necessary that the teacher takes people into a relaxation procedure when they are entering into a new level of consciousness. The authors that set the theory of the new consciousness out consider when students know and trust the guide, they have to relax in an easily and quickly way. A relaxation procedure involves relaxing muscles and it is successful when students are not usually having an awake attention. If students are unstressed, they can get a normal ASC.

By using music in an English classroom, it would be necessary to consider methodological backgrounds that take into a teaching process. There must have instructional strategies or teaching styles to give directions in order to get significant learning in students. These directions are based from diverse theories or methods exposed by different educationalists.

The Grammar-Translation Method is a pedagogical method that was named as the first classical method. It is focused in grammatical rules, translation, vocabulary memorization, and written exercises. This method was used during several centuries. In here, the teacher is the authority and the learning is passive and no participating. For instance, Diane Larsen Freeman thinks the contents that are going to be taught are selected using grammatical topics and vocabulary is presented.18 Hence, translation is the ideal method to learn new words.

Diane Larsen Freeman assesses that this method has the goal to teach through the study of the grammar of the target language. With this, all grammar points are really familiar when students are in touch of their native language. This aspect is a way in which students can speak, write, listening and read better using their native language.

18

Freeman, Diane Larsen. Techniques and Principles in Language Teaching (4). 1986. Oxford University Press.

Diane Larsen Freeman 19 also provides expanded descriptions of some typical techniques closely associated with the grammar translation method. These ones can be related with the application of music. The Translation of a Literacy Passage has the main task to translate the target language into the native language. Reading Comprehension Questions is adapted when passage is used and students are able to make references by finding information and relating it into personal experiences. By using paragraphs or sets of words, students are able to find Antonyms and Synonyms in particular texts. In Cognates, students are able to learn how to spell and pronounce sound patterns that correspond between the native language and the target language. When students are able to understand grammar rules, their exceptions, and then they apply them into new examples, The Deductive application of Rules is developed.

The technique of Filling in the blanks is taken when students are able to fill in gaps in sentences with new words or particular items of a particular grammar topic. Memorization is used when students are able to memorize vocabulary lists and grammatical rules. The Usage of words in sentences technique is possible when students are able to create sentences to illustrate they know the meaning and usage of those new words. Finally, the usage of compositions or assays is worked through brief discussions about a specific topic using the target language.

Students could recognize and put in practice grammatical rules in English because grammar was presented through procedures. These procedures were totally deductive. Long and exhaustive grammatical explanations were taught using contrasting analysis, and rule memorization. These aspects said previously are to know that teachers had the obligation to understand grammatical structures of the target language. Also, the relationship between teacher and students was practically nonexistence, except for the asking and answering duality.

19

Freeman, Diane Larsen. Techniques and Principles in Language Teaching. 1986. Oxford University Press.

H. Douglas Brown emphasizes that this method is leaded on grammatical rules, including memorization in vocabulary, conjugations, and translation in different texts20. He states how Practor and Celce-Murcia consider some key features for the Grammar Translation Method.

a) Classes are taught in the mother tongue, with a little active usage of the target language. b) Much vocabulary is taught in the form of lists of isolated words. c) Long elaborate explanations of the intricacies of grammar are given. d) Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. e) Reading of difficult classical texts is begun early. f) Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. g) Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. h) Little or no attention is given to pronunciation.

These statements previously described are given to think that this method is strict and harsh because there are not oral practice phases. Students are not allowed to use the learnt language instead of memorizing grammatical rules. Probably it presents a lot of deficiencies because it neglects oral skills and the teaching does not give interaction or real communication for the target language.

The Audio lingual Method is another of the pedagogical theories used to teach a foreign language. According to Diane Larsen Freeman, this theory has a strong theoretical base in linguistic and psychology.21 It was developed in the 1940´s to help American military personal to learn a foreign language. It was a discovery

20

th

H. Douglas Brown. Principles of Language Learning and Teaching (15). 4 Edition. Addison Wesley Longman, Inc. 21 Freeman, Diane Larsen. Techniques and Principles in Language Teaching (35). 1986. Oxford University Press.

made by the United States Army during the War World II. The main purpose of this new implementation of this approach was because of a due to the necessity to communicate in different languages in the way they were learning for a program. This program had the elements of the army to be able to learn foreign languages. At that time, the Audio Lingual Method was not having the real goal to be used as method for teaching in schools or colleges in the United States.

Later on, thousands of foreign students entered into the United States to study in universities, and many of them required training in English before they could begin their studies. This situation led to implement a new program in which led to the authorities to have a kind of emergency of the American approach to ESL. When the program was established by the middle of 1950´s, this method was called Audiolingualism.22 Nowadays, the Audio Lingual Method is not anymore for military approach and this becomes a kind of theme for foreign language teaching.

The Audio Lingual Method is basically applied to develop mechanical habits by memorizing different words and expressions. This makes the possibilities not to make mistakes as less as possible. A characteristic in this approach is that vocabulary is more successful when it is presented in an oral way than in written way. With this, this approach develops the habit to practice about what is being taught and keeps students practicing to increase the ability to speaking fluently and making the fewer mistakes possible.

In this sense, the teacher who uses this method is involved by introducing a new dialogue which contains that grammar and vocabulary to be focused on the lesson. Students mimic the dialogue model and eventually memorize it. After the dialogue comes pattern drills, in which the grammatical structure introduced in the

22

Richards, Jack C. & Rodgers, Theodore S. Approaches and Methods in Language Teaching. (51).

Cambridge University Press. (2001).

dialogue is reinforced, some drills are taken to focus in simple repetition, substitution, transformation, and translation.

So, this method has its psychological basis in behaviorism which interprets language learning in terms of stimulus and response, operating conditioning, and reinforcements with an emphasis on successful error-free learning. It assumes that learning a language entails mastering the elements on building concepts of the language and learning the main rules. This method also uses dialogues as the chief means of presenting the language and stresses certain practicing some techniques like tape recordings, pattern drills, and mimicry.

The Suggestopedia is another pedagogical theory that was proposed by the psychologist professor Georgi Lozanov.23 It gives a try to explore all possibilities about the human brain. The main purpose of this method is to increase the mental capacity and memory by creating stimulations in the cerebral hemispheres. Lozanov thought that one´s mind can be stimulated through music, relaxation, deep breath, and imagination to get students learning a second language in a quick way.

The suggestopedia method makes a lot of emphasis in the use of musical manners to get students behaving in a king of relaxing attitude, helping them to be more concentrated about the different situations are coming. So, intonation and rhythm are really important and they must be coordinated with musical background. This process makes students to be less stressed and be more awake and concentrated in the lesson or program they are involved.

All activities developed with this method are expected that students acquire a practice when they are having a well performance vocabulary which has been previously said by the teacher. In this sense, students can improve what they will

23

Richards, Jack C. & Rodgers, Theodore S. Approaches and Methods in Language Teaching. (100).

Cambridge University Press. (2001).

find out by speaking the target language and this can be gotten in an enjoyable way from the moment they are being learned.

In suggestopedia, something to consider is about the materials that are used in the classroom. Not only all materials that are found in the classroom are applied in language practice like wall paper, posters, furniture, etc. This method suggests to teachers to use their own and creative material that let students participate from the beginning to the end of the class. This might be really helpful to get different discussions between the same classmates and find different points of view.

Diane Larsen Freeman is referred with Georgi Lozanov in how important is to make emphasis in use all the capacity when a student is learning. She remarked: people fear that they will be unable to perform. People will be limited in their ability to learn and they think they will fail. One result is that they do not use the full mental powers that they already have.24 This quote is said to think that only applying the mental powers in students will be successful in acquiring and understand a foreign language. It can be considered as a musical way of show in which students can overcome barriers and difficulties. Using music, students can give their best by helping them to perform into a new world they are trying to get in.

On a conscious state, a learner attends to a new language. The ability to recognize and analyze all about a language is established when students´ consciousness is completed. On a subconscious state, the implementation of music suggests that a learning process is easy and pleasant. A unity between conscious and subconscious plane can provoke an enhanced learning. In this sense, music reaches the subconscious and it should be integrated as much as possible into the teaching process.

24

Freeman, Diane Larsen. Techniques and Principles in Language Teaching (104). 1986. Oxford University Press.

So, this methodology can be mainly centered in learning through musical rhythm.

Even, at the same time, it is applied as therapy for students to relax and through relaxed attitudes; students can become more susceptible in the class. Students also can increase their self-satisfaction by using this kind of performance.

The Multiple Intelligences theory is another pedagogical approach in which considers in one of its intelligences the use of music. It was developed by the American psychologist and professor from Harvard University Howard Gardner.

He remarked a lot of emphasis in the case that students are not only trying to acquire a foreign language but also students besides acquiring or learning a foreign language by having training to recognize what they are studying, because every student has a different way to learn and see things.25 Gardner also implied that teachers have to visualize students´ preferences and according to these preferences, the teacher will have to find the better way in how to focus and pass on the new knowledge into the students. Multiple intelligences in people can be observed in one´s perspectives by checking abilities and capacities that are improved and taken in the interests in arts, nature, and mainly in music.

Howard Gardner identified different kind of intelligences and he was based in different criterias. He made some general studies about how the learner showed an unusual talent in a specific field. He also got some neurological evidences from some areas in the human brain. By making these previous studies, Gardner could set out different intelligences that expressed the majority of people could require the usage of several activities (or intelligences) in a simultaneous way to learn satisfactorily. 26

According to Gardner, there are eight different intelligences. Linguistic intelligence is expressed when a learner has a high capacity in the usage of oral

25

Richards, Jack C. & Rodgers, Theodore S. Approaches and Methods in Language Teaching. (115).

Cambridge University Press. (2001).

26 Gardner, Howard. Frames of Mind. The theory of Multiple Intelligences. 1993. Basic Books, Harper Collins Publishers. Inc., New York.

and written language. A learner for this intelligence is good at reading, writing, taking notes, listening conferences, discussing and explaining thought through debates. Logical or mathematical intelligence is related with numbers, logic, deductive and inductive reasoning. People that have this kind of intelligence are involve in a good emphasis in reasoning, a good knowledge in abstract patters, in scientific thoughts, and capacity to carry out complex calculations. Spatial intelligence is the ability to form mental models of the world. A learner is good at visualizing and manipulating objects by using one´s mind. A learner is also good by having a big visual memory with easiness.

The bodily or kinesthetic intelligence is related by having a well-coordinated body and movements. A learner shows this intelligence when physical activities like sports or dancing are applied. Interpersonal intelligence is shown when one´s interaction is established properly with everyone. Extrovert people are considered with this intelligence and they are characterized by their sensibility towards state of mind´s people. Emotions, motivations, capacity to cooperate, and team work are some attitudes for this intelligence.

Intrapersonal intelligence is the ability to understand oneself and apply one´s talent successfully. Introverted people used to work alone and they are really conscious about themselves. Learners with this intelligence are able to understand their own emotions, motivations, and goals. Naturalist intelligence is the ability to understand and organize patters about nature and its classification.

A learner from this intelligence has a big sensibility for the nature. A learner has also the capacity to cultivate, raise and take care of animals and even, interact with them.

And finally, the musical intelligence is related with rhythm, music, and the hearing. A learner for this intelligence has a good ear for music, as is strong in singers and composers. People with musical intelligence have a high sensibility for music. They used to have a good hearing and they usually like to sing, play

musical instruments, and compose musical lyrics. A learner from this intelligence usually use songs and different rhythms to learn and memorize information and even, people can work better with music.

According to Howard Gardner, a study about music might help to understand and light up different relationships between preferences and human intellects.27 The capacity to express oneself into any environment through musical forms is a relation for the musical intelligence. Therefore, it can be considered that music might be stimulated and figured out all potential in students whether to play a musical instrument or to listen a melody with sensibility.

In learning and teaching processes, there are different skills that students must encourage in order to get a mode of communication (oral end written phases) and get a direction of communication (receiving or producing a message). David Nunan makes a reference about the Four Basic Skills in Language. Nunan also makes a descriptions and he referred that these skills can be represented as receptive and productive skills.28

Listening skill is a receptive skill that is applied in oral way. It is expressed when one´s listening and understanding is heard from other´s speaking. Listeners who have a domain in a mother tongue have skills and background knowledge. So, it comes up the necessity to communicate and understand what others are speaking. David Nunan expresses that this skill, which is also called the Cinderella Skill by him, is to put into practice when a person is able to claim knowledge by speaking or writing a language.29

Listening skill is getting a big importance in foreign languages. So, it can be said that listening is a vital skill because it provides a contribution for the learner. This 27

Gardner, Howard. Frames of Mind. The theory of Multiple Intelligences. (137). Basic Books, Harper Collins Publishers. Inc., New York. 1993.

28 Nunan, David. Second Language Teaching & Learning. (197). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

29 Idem (199).

phase is necessary to be established because listening is a fundamental skill to speaking.

During a listening phase, there are two cognitive processing that take place into a development of a class: the top-down and bottom-up processing.30 The first one refers that a student uses background knowledge to derive meaning and interpret a general or specific message. This can occur when the teacher generates a list of questions that the learner must answer in order to get one´s interpretation. The second cognitive processing is the bottom-up.

This takes the idea about processing and deriving the meaning of a gotten message which is based on the incoming language. Some aspects to develop this kind of processing are sounds, words, grammatical relationships, stress, rhythm, and intonation. The teacher should encourage these processes in students in order to give them opportunities in their listening comprehension practice.

A way to characterize the listening skill is to be considered that students require taking an interaction in the learning process. This process is known as reciprocal listening. Reciprocal listening involves the application of different dialogues in which the main role of a learner alternates between listener and speaker. When listening is taken a monologue form, the listening is a non-reciprocal. In this kind of listening, listeners do not have the opportunity to answer back, clarifying understanding, or checking what they comprehended properly. In English classes, non-reciprocal listening is applied and is more usual.31

There are different ways in which listening can be applied. Some of them are selective listening, listening for different purposes, predicting, progressive

30

Nunan, David. Second Language Teaching & Learning. (200-201). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

31 Idem (215).

structuring, inferencing, and personalizing.32 These strategies make possibilities to increase learner involvement during an educational process. Teacher can get a better learner involvement by providing follow up activities which take the listening material as a point of departure. This leads that students are part of any context by themselves.

A listening class can be personalized in two ways in order to get a learner focused. David Nunan implies that one way is to create some tasks when the classroom action is centered on the learner and not to the teacher. Making this guide, students can be able to design their own understanding and building their skills about the language. A second way is about the teaching materials.

Teaching materials have the function to get students involving in a specific process underlying in which they prove their understanding and make an own contribution about their listening learning.33 Speaking skill is considered as a productive skill. This ability is considered a little bit complicated because it involves more than just pronouncing words. It is an interactive process in which a message is constructed and it involves producing, receiving, and processing information. As David Nunan implies, it is the ability to function in another language and it is generally characterized in terms of being able to speak a language.34

A person who speaks a language uses a form and a meaning to communicate.

The functions said previously are dependent about the context in which it occurs in a specific situation, including the participants, the collective experiences, the physical environment, and the purpose of speaking.

32

Idem (218).

Nunan, David. Second Language Teaching & Learning. (211). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

34 Idem (225).

33

Some characteristics of communicative competence that a speaker must consider in order to express properly are the producing of sounds in a clearly way, stress patterns, rhythm structures, intonation of the language, and using grammar structures accurately. These aspects are needed to anticipate and produce the expected patterns of specific discourse situations.

When teachers present different tasks in the development of a class, they have to tell students about the language functions to be produced in each task using real contexts. Opportunities for students are needed to be provided to practice in an interactive form and then, students can build knowledge upon previous instructions. When a speaking lesson is taking place, it is not necessary to overload these oral activities by applying new material such as vocabulary or grammatical structures. Even, teachers have to plan oral activities in which practice or rehearsal time is available to develop them. 35

When speaking assessments are taken during an oral speech, these can be used with authentic assessments such as progress checklists, analysis of taped speech samples, or anecdotal records of speech in classroom interactions. The teacher can design assessment instruments which must have accurate instructions and these might be incorporated at the beginning of each lesson planning. The criterias for these assessments must be clearly defined and understandable for teacher and learners.

Reading skill is another receptive skill that works in a written way. This skill can be worked independently of listening and speaking, but it generally takes along with them. A main function for this skill is that it can help build vocabulary that helps into listening comprehension. Nunan expresses that reading skill involves to process ideas that are transmitted through a language into a paper. Reading also involves highly complex cognitive processing operations.36 35

Nunan, David. Second Language Teaching & Learning. (236). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

36 Idem (249).

People around read for different reasons. So, everybody reads to learn more about a specific subject that is interesting. When one´s reading is applied, it is often helpful to set a purpose for reading. In this sense, it is really necessary to determine what everybody likes to get out a piece of writing. As pointed out by David Nunan, Rivers and Temperly suggested that there are different ways to get a purpose for reading.37 There are functions to get information by being conscious in what it is really curious for oneself; another purpose is that made by getting some information in different means such as reported in newspapers or magazines, and people generally read for enjoyment or excitement, amongst others.

There are also different types of reading that are required for different reading situations. With the help of different authors, Nunan describes four reading techniques. A receptive reading is a technique in which is done in a rapid and automatic way. This is used when people read narratives. A reflective reading takes place when people pause while they are reading and reflect about what they read and understand. Skimming reading is done when reading is taken rapidly in order to get the main points. Scanning reading is when one´s reading act out rapidly to find specific piece of information.

Nunan also states that in teaching beginning reading, it would be reasonable to teach learners the different sound-symbols correspondences. He implies that this procedure by using phonics can be a complementary approach to the teaching of reading.38 Phonics is an approach to the teaching of reading in which learners are taught to decode words by matching written symbols with their aural equivalents.

So, phonics involves teaching by connecting the sound of spoken English with the letters or groups of letters. When teachers teach using phonics, pronunciation can 37

Nunan, David. Second Language Teaching & Learning. (251). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

38 Idem (252).

play an important role in supporting learners´ overall communicative power. Oral communications through phonetics can get goals and objectives. Phonetics can also identify pronunciation needs as well as speech functions in the context in which they might occur.

Mary Spratt and others mention that phonemes of a language are represented by phonetic symbols. It is also known by them that phonetics helps the readers know exactly what the correct pronunciation is.39 So, phonetics is not an instant remedy for all the pronunciation problems.

It gives the mean to develop good pronunciation through increasing awareness of relevant aspects of speech. The ability to read transcriptions for a learner is essential to get into a pronouncing awareness. Reading by using a correct pronunciation can be learnt using meaning and the general context that a word gives.

Writing skill is a productive skill as the speaking is. It often seems to be the hardest of the skills since it involves not just a graphic representation of speech, but the presentation of thoughts in a structured way. It can be said that writing is a continuing process to express the most effective language for communicating one´s thoughts and feelings. David Nunan sets out that writing is a producing of a coherent and fluent skill.40

By using this skill, learners put their thoughts on paper and they see their ideas in print. Writing also enhances a language acquisition. Students can experiment with words, sentences, and different short pieces of writing to communicate their ideas effectively. This skill also helps to reinforce the grammar and vocabulary they are learning in class.

39

Spratt, Mary; Pulverness, Alan; and Williams, Melanie. The Teaching Knowledge Test (TKT) Course.

(13) Cambridge University Press 2005.

40 Nunan, David. Second Language Teaching & Learning. (271). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

A writing system can be classified in two general approaches: free writing and writing process. Students are able to write a free writing when they write for a period of time in class on a topic of interest. The use of a portfolio is generally used to keep these writings. The writing process can be worked better by the usage of technology. According to Nunan, Stephen Marcus maintains that process writing really became feasible with the development of a word processing.41

Writing process is usually started with a pre-writing activity. This pre-writing activity leads students to work together in groups to generate ideas about a specific theme. There are different composing processes that are implicit to complete a writing process. By making a final responding to draft, which generated and consolidated general ideas, it is necessary to use steps or techniques such as a discussion phase, brainstorming and a fastwriting techniques, arranging information, conference, and a self-evaluation to get a finished draft.42 The aspects describe previously can be developed properly and they depend about the amount of class time is available for writing, the needs of the learners, the comfort level of the learners, and the specific directions that are given from the teacher in charge.

41

Nunan, David. Second Language Teaching & Learning. (272). Heinle & Heinle Publishers, Boston, Massachusetts, USA. 1999.

42 Idem (274).

2.2.

EMPIRICAL FRAMEWORK

The present highlight is carried out at Colegio Santa Ines. This is based from different observations made from the usage of methodologies and techniques used by English teachers to develop the four basic skills in English Free Courses at Oratorio. The theories, approaches and methods described before are as descriptions to be related with music and at the same time, through them, they are needed in order to English teachers discover a successful teaching process.

A Salesian Oratory is an educative and formal youthful experience which was inspired by Don Bosco. So, people who work directly acting in good faith with an Oratorio is responsible to give the opportunities to people that come from different communities to avoid that people do not take wrong decisions. The main purpose of an Oratorio is to instill good values to any person to belong in it. In this sense, Mother Superior delegates to a special Nun to organize and plan activities to be considered in all courses at Santa Ines.

Colegio Santa Ines is located on 3rd South Avenue, 3-2, Santa Tecla, La Libertad.

This school is an institution that offers different level education from kindergarten to high school during the week. This school is also known by people from the surrounding municipalities because of its workshops and courses that are taught every Sunday at Oratorio. Inside these courses, there is an English program which is called English Free Courses (CLI). The purpose of these courses is to give the chance to the population to be part of its personal overcoming program.

English Free Courses are started as a choice to everybody who wanted to study English since 2002. There was only one teacher in charge who started this course. This meant that only one course was given, and it covered the preelementary English. While some changes and expectations were required, the English Free Courses got a great demand in 2006.

Authorities considered looking for all needs and then give the best efforts for the success of the school and of course, for students. When this happened, some criterias were taken to offer a complete English program. It was discussed that students must develop the four basic skills in the acquisition of the English Language which are listening, speaking, reading, and writing. Students also must distinguish the different sounds in the English Language. At the same time, students must express with good oral and written fluency their own ideas and different points of views and express correctly by using grammatical structures.

In that sense, in 2007, English Free Courses were divided in two levels, a first year for beginners, and a second year for intermediate level. The two courses had been designed with two classes each Sunday during the whole year. The divisions of the courses were necessary because students needed to be able to develop the four important skills of the English language. The teaching part was not the easiest one of the English program because the teachers had to choose and follow the best method and techniques in order to get clear competences in students and not by their own performance of the language.

Authorities at Santa Ines decided to study the main methodologies used by teachers and they were carefully analyzed in order to get good results during the teaching process. This phase was made because some proposed English books had to be worked with creativity and if it were possible, to include other methods or techniques were necessary to be considered.

It was discussed that only traditional methods were covered like grammar translation and audio lingual without giving technological or innovative approaches. Because of this, it was thought to design a new material which included the same pedagogical aspects, but in this case, music was the new approach.

During 2008, the material started to get some ideas to be implemented during the English teaching. As a graduation project, music was the main topic to cover by considering the four basic skills to improve them in students. It was focused for First Year students, Section “B�. In this year, the enrolled students were 18, by contrast, in 2009; the students who took the English course were 15.

The ages for these girls were between 18 and 36 years old. This kind of methodology that was thought to make a proposal guidebook using music was innovative because the majority of students really liked learning English through mainly music. In that sense, it was also thought to work this topic as a methodological proposal using mainly music.

Considering author´s researches previously expressed and taking the main ideas, there are some appraisals that are taken to orient the current study about the English Teaching methodology applied with music in the English Free Courses at Colegio Santa Ines. By studying and analyzing the different approaches, methods, and theories, it was necessary to contrast the conceptual support with a real practice.

So, during a teaching process made at an English class at Santa Ines, it could be observed the different methodologies and techniques used by the teacher. It can be said that the teacher used mainly the grammar translation method in a fifty present. Some activities applied were vocabulary translation, reading practice without reinforcement, and resolving some exercises by completing fills in blanks.

The audio lingual took place when the teacher made some drills to make students practice, but this process was not complete because of the lack in creative material as representative pictures for words.

The Audio lingual was also observed when the teacher played the recording and students just repeated what they listened. During this activity, students looked so bored and nothing motivated occurred during a language practice. The teacher

just also gave some directions to his students. Spanish language was spoken in fifty percent because it seemed that students did not understand him.

At the moment the observation was being made, it was really obvious that students needed a motivation activity. Students were just listening recorded exercises without waking up their interests towards learning English. Even, the suggestopedia approach did not take part because the teaching process did not present musical backgrounds to raise their listening motivation. The teaching and learning environment was not developing the four basic skills.

So, it can be established that the theoretical and methodological bases described before are concerned about different methodologies and techniques applied by the teacher. In order to know more about the teaching competences from teachers, it was necessary to plan a process to collect information through observations. This process was possible with the application of a checklist observation. It was designed to know with details about methodologies used by the teacher at English Free Courses (CLI).

Some points to consider in this checklist are to verify if the teacher used two or more of the most common methodologies during the teaching process like the grammar translation, the audio lingual, or the suggestopedia methods. Even more, it was focused to know if the teacher in charge at CLI applied during a teaching process the usage of music with its specific activities to improve the four basic skills at the English classroom. The study about music as a methodological strategy can be based mainly with the results obtained from checklists answered by the teacher and students.

First at all, the procedures to get the information from students and the teacher were thought to get an idea about how the teaching process at Santa Ines is. So, to know and get information, it was designed a checklist, one is applied as a Checklist observation and the other one is an interview. Both are for teachers. In

order to do this, it was necessary to establish a brief interview with the teacher to know if he was really interested to cooperate with this study.

Before the teacher was observed in his class, he was noticed about this research with its objectives. This checklist observation is composed with seven questions which will be checked in percentages. The main objective of this is to contrast about the general pedagogic methodologies used by the teacher and how these methodologies are applied with music. The criterias include different items that are related with the frequency usage of music during a teaching process.

Another checklist was made to know main opinions about what the teacher considers for the teaching process, what the methodologies applied for him are, and how these processes can work with music, specifically, romantic music. This checklist includes 10 questions which are open questions. The purpose of the gotten information is to verify what the teachers think about methodologies using music. Even, there are some questions which are asked to know if the teacher is convinced to teach English with romantic music.

The survey that students will answer is designed to know expectancies about the possible phases to consider in the guideline. These phases are related with vocabulary previous practice, checking words and expression, identifying phonetics, knowing the main meaning of the song, practicing of the speaking skill by using a karaoke version, and some exercises to be worked in order to apply the four basic skills. In addition, it will give some considerations about what they are expecting with the application on music during the teaching process. This is a really important point to consider because using their expectancies about music will give some essential aspects for the methodological proposal. This is also expected that with the information obtained, the researcher can be firm about how helpful can be the material titled “Let´s Practice English through Romantic Music� for students at Colegio Santa Ines. This checklist for students is composed with 10 closed questions.

ANALYSIS OF THE DATA

The analyses for the following datas are divided in two phases: a description and the analysis per each instrument done: teacher´s checklist, teacher´s interview checklist, and the student´s checklist.

Teacher´s Checklist Observation The followings are the data collected from the checklist designed to observe the development of the teaching methodology used by teachers at English teaching.

No.

QUESTIONS

01

How often does the teacher use the Grammar Translation Method with its approaches in Teaching?

02

03

04

05

06

07

PERFORMING / FREQUENCY 100% 75% 50% 25% 2

How often does the teacher use the Audio Lingual Method with its approaches in Teaching?

2

How often does the teacher use the Suggestopedia Method with its approaches in Teaching?

1

1

How often does the teacher use didactic resources using mainly music during a development of a class?

2

If the teacher uses music in teaching process, is music enjoyable for students?

2

If the teacher uses music in teaching process, is it frequent the usage of songs in the English Classroom?

2

Does the teacher apply some extra activities after he played a song to improve the four basic skills in English?

2

Description The previous table is designed to figure out the percentages of the teacher´s performing for the class observed. It is represented that teachers in question one used the Grammar Translation Method as a primary method in the class development (one hundred percent). For the second question, teachers used the Audio Lingual Method in a seventy-five percent.

The Suggestopedia Method was used by one teacher in seventy-five percent, and the another one in fifty percent. For questions four, five, six, and seven, teachers

observed did not implemented during his/her teaching process the application of music. These questions are presented as the twenty-five percent. The results obtained in this checklist are to realize that teachers did not use music during his/her teaching.

Analysis In this sense, it would be really important to consider that teachers could apply music as a resource to give students other expectancies in their learning. Not only the grammar translation, the audio lingual, or the suggestopedia approaches can be used in teaching. Music is really helpful and could be led with the help of other methods or approaches. Teaching and learning can be related with music if teachers considered it as another way to motive to the students. It is sure that students can change monotonous learning by practicing from a song.

Teacher´s Interview Checklist The following information was gotten from opinions expressed by teachers about their knowledge and methodology experiences for music. These questions were contained in the teacher´s checklist which was observed.

Description

1. What are the pedagogic methods you generally use in your English teaching?

To this question, teachers said that they used Grammar Translation Method because students did not have their English knowledge so high. They also expressed that the Direct Method could not be applied because students were not able to understand English because some of them were coming to study English without competences in English language. Teachers also considered the Audio Lingual Method. This is because of the usage of English CD´s Program.

2. What is the name of the English Book you are using in your classes?

In question two, teachers answered that they were using “New Interchange Intro�. This meant that teachers just were following the proposed activities contained in this English book without reviewing another kind of material to be used in his/her classes.

3. Are there songs in the course book?

About question three, they replied that the book they were using did not have songs to be applied in his/her English classes.

4. If there are songs, do you use them to encourage English practice?

Teachers answered that if the book had a variety of songs, they would use them to keep students practicing English.

5. Do you like to play music in your English classes?

Teachers answered in this question that music could be a good way to keep students practicing English. Even, one teacher expressed that he learned vocabulary and some expression contained in song lyrics. This is to think that teachers are really conscious that music is strategy to learn English.

6. If you like to play music in English class, what kind of music do you like to apply?

One teacher expressed that if he played music in classes, his favorite could be pop music. The other teacher answered that romantic could be better to be played in her classes because this kind of music is really understandable and easy to practice. In addition, this kind of music is easy to learn because of its easy and comprehensible speech.

7. If you apply music, do you do any activity to improve the four basic skills in students?

Teachers mentioned that they could use music in English classes only to practice listening and speaking competences by singing and listening to the song several times. They expressed that there were not other exercises to apply reading and writing. The activities that these teachers answered to improve speaking and listening were to keep students repeating the lyric several times. Then, with a filling-the-blanks-exercise, students could recognize the lyrics of the practiced song.

8. Do you consider Romantic Music can be a kind of music enjoyable for students? Music from the 80´s?

In this question, teacher agreed with romantic music. They expressed that this kind of music is motivational and slow to sing. So, students could easily practice and comprehend words and expressions contained in the lyrics. They also said that this kind of music is never forgotten by people, they really liked romantic music.

9. Do you consider romantic music is a nice didactic tool in teaching English to improve the four basic skills in students?

Teachers answered when they applied music in English teaching, they only use it to keep students motivated in other ways. They also said that the application of music in teaching could be useful when they observed students are a little boring. This is meant to consider that music could be really enjoyable if teachers apply it during the teaching process. Teachers also expressed that music could be useful to improve the basic skills if they were integrated.

10. Do you consider useful to apply romantic music as didactic material which contains different exercises to encourage the four basic skills in students?

To this question, teachers answered it would be interesting if there were materials with some musical exercises. They really knew that music is a good form to teach and learn English. They expressed they really did not know if there is a didactic guidebook to improve the four basic skills in students, specially using mainly music.

Analysis This checklist is analyzed about how is the teacher´s behavior into music.

Teachers’ responses are given to say that some English programs do not have musical phases in teaching process. Teachers would really use music in class if they had some of them in the book. The researcher realized that teachers can only apply musical activities if there are some suggested songs in the teaching program (in this case, teacher did not use music because Interchange books do not have songs to be worked).

The researcher also considered that the musical guidebook proposed can be worked in any English programs, because it is another resource to get students motivated. Teachers who were interviewed checked out the musical guidebook and they expressed it was a great contribution because according to them, music is a good way to learn and practice the language in an easy way. This statement said by them is to think the new methodological proposal by using music could be very useful to learn and practice the English language in a motivational way, especially to improve the four basic skills in English.

Student´s Checklist The following information was gathered by applying a survey which was delivered to students. This analysis of the following data was about student’s opinion of the application of Romantic Music during a teaching process. The interviewed students were fifteen taken from a general group of thirty-three (See Annex 4).

No. 1

2

3

4

5

6

7

8

9

10

Questions

Yes

%

No

%

Not Sure

%

Do you think romantic music is a good way to learn and practice the English Language?

11

73%

3

20%

1

7%

Do you consider that a relaxation phase could help you to concentrate better into a musical learning practice?

9

60%

2

13%

4

27%

Do you consider that practicing English with vocabulary and its usage by using pictures can be helpful to learn?

13

87%

1

6%

1

7%

12

80%

1

7%

2

13%

Do you consider that phonetic session could help you to practice your pronunciation (Speaking Skill)?

10

67%

2

13%

3

20%

Do you understand so well the main meaning of an English song when you take self-activities to study it?

7

46%

7

47%

1

7%

Do you think that karaoke version can help you to improve your speaking and reading skill?

10

67%

3

20%

2

13%

Do you consider that a written practice contemplated about the song can help you to understand grammar and vocabulary?

8

53%

6

40%

1

7%

Do you think the methodology used to practice English through the six phases is understandable?

14

93%

1

7%

0

0%

Do you think the guidebook: “Let´s Practice English through Romantic Music” can be a didactic tool to improve your English?

15

100%

0

0%

0

0%

Do you consider that the listening part is difficult while you are listening to a song?

Description

In this question, eleven students answered with the criterion “Yes”. This represents the seventy-three percent. Three students answered “No” by taking the twenty percent. Only one student with a seven percent considered not to be sure to consider music as a good way to practice English. It can be said that romantic music could be a good strategy to practice English because it is really enjoyable for students.

The graphic above shows results from question two. Nine students (sixty percent) expressed that a relaxed phase applied at the beggining of a teaching process could be better to understand so well the English language. Two students (thirteen percent) answered in the criterion “No”, and four (twenty-seven percent) expresses not to be sure. A relaxion phase could be good to be applied at the beginning of a musical practice because some students attended to the class very estressful because of the struggle week.

In question three, thirteen students answered “Yes”. This is the eighty-seven percent of the total of the whole interviewed students. One student answered “No” (six percent), and one was not sure (seven percent). The results in this question is to be considered that by showing vocabulary as a previous phase before playing a song it is really helpful for students to understand the meaning of a practiced song.

The graphic above shows results from question four. Twelve students answered “Yes” and this represents the eighty percent. One student answered “No” (seven percent), and two students implied to be not sure (thirteen percent). The reseacher considered by analisying the results of this question that If a song is played without taking a previous practice with the words and expression contained in it, students probably will not understand the meaning and identify these vocabulary while the song is played.

In this question, ten students answered in the criterion “Yes” which represents the sixty-seven percent. Two students (thirteen percent) answered “No”, and three students (twenty percent) implied to be not sure. A phonetics session could be difficult to be practiced by students, but if teachers guide properly by making students identifying phonetics symbols and explain them how to pronounce them, students could find and know easily how to pronounce words.

The graphic above shows results from question six. Seven students answered they understood an English song when they self-activities to study the lyrics.

Students who checked in the criterion “Yes” is represented with the forty-six percent. Seven students answered “Not” which represents the forty-seven percent, and only one students implied to be not sure (seven percent). Some students did not know what kinds of activities would be better to know the meaning of songs. So, when the material was presented, they were really motivated to practice English through music.

The graphic above shows results from question seven. Ten students considered that a karaoke version of a song was an useful resource to apply the speaking skill. So, they answered in criterion “Yes”, and this represents the sixty-seven percent of students who were interview. Three students answered “No” with a twenty percent, and two students answered to be not sure which is the thirteen percent. It means as a result that students could practice their English expression by singing.

Students who answered “Yes” in this questions were eight. This is the fifty-three percent of the total of students interviewed. Six students answered in “No” which is the forty percent, and only one students expressed that she was not sure about it (seven percent). It can be undestantood that students could practice some grammar rules and usage of vocabulary in some proposed exercises because they kept in mind the applicacion of some structures and words while they were singing and enjoying the song.

The graphic above shows results from question nine. Students answered in “Yes” criterion which is the ninety percent. Only one student answered in “No” (seven percent). Nobody answered to be unsure about this question. The results gotten in this question were really interesting. When a song was applied in the teaching class, it could be observable that students followed all steps proposed in the guidebook. So, at the end, they considered the six phases contained in each song were useful and understantable to learn and practice English.

All students agreed with the material designed because all of them answered in the criterion “Yes” which is the one hundred percent. The researcher included different activities to be used in order to make students practicing English through the four basic skills. So, students expressed to be really motivated by taking and participating in each phase included in the guidebook. Even, they said how to get this material to keep by themselves practicing English with the new material in their homes.

Analysis This student´s checklist took place a population for fifteen students. These students really needed a change to learn the English language. The researcher considered this necessity and music was thought to be applied as a motivated strategy. The information gotten in the checklist was necessary to apply and discoverer if music could be an optional strategy to teach English, and it was because of the analysis of the data obtained from students.

By making a musical didactic guideline, it could be possible to realize that music can be worked by applying the four basic skills and the five phases proposed in each English song were designed to improve the English language by doing different exercises. Of course, there will be other changes to be included in it. In order to get a complete material, the didactic guideline contains two audio CD´s (Audio and Karaoke Version) and a DVD Program. These resources are related with the same guideline in which will be really helpful to the teacher.

2.3.

THEORICAL-METHODOLOGICAL FORMULATION

According to Mark Johnson and his metaphor theory, students can understand and make structures by using cognitive domains. This is a process in which students at English Free Courses did because they created different concepts from the application of music while music was being played during a teaching process. They were able to structure a language in a metaphoric way. This was possible because they could conceive everything from a song. This also means that students took their previous ideas, knowledge, and feelings into a song.

Students´ understanding about the world (in this case, the cultural of a song) can be possible by making metaphors. Johnson also implies that metaphors are the only way in which students can perceive and feel several aspects from music.

Students could achieve different understandings by perceiving and understanding music with the helping of metaphors. So, metaphors were created from conceptions that students already had and they showed their like when they got in touch with familiar and different rhythms as romantic music was. As Johnson said, when students achieved a metaphor, a knowledge is formed which is also called with the name of an image schemata.

At the beginning of an English class, students at English Free Courses seemed to be overwhelmed with activities they had to do during the whole week. The different circumstances or details that a student got everyday can be snowed under with work and generally, when they went to receive a class, they needed a state of a new consciousness to be comfortable. Helen Bonny and Louis Savary mentioned that a state of consciousness using music might be developed in a teaching process in order to create a motivational environment when students are worn down. Musical information makes students´ brain structures are involved with conveying emotions.

Music and consciousness were things that students did during a music lesson.

When students were asked to pay attention on the practice, they practically established an ASC. This helped them to create a concentration phase into a new listening experience because they were interested to learn with the English song.

Students could also achieved a new consciousness because they were really motivated with the kind of music they were going to practice: Romantic music. In this sense, the term ISO for the theory of the new consciousness were identified.

Students got a match with the music and while a song was being played, they showed a good mood to listen to it and know what the main ideas of the song were.

Jack C. Richards states that Grammar Translation Method has a deal with intellectual development that includes most of the times reading and grammar structure practices. The usage of flashcards with vocabulary was a kind of

didactic tool that was used when a teacher was applying this method. So, when the teacher at Colegio Santa Ines was giving the class, he used this method because students needed to learn the vocabulary as much as possible using different picture to describe all words expressed in the song. The teacher also applied this method while students studied and identified the main meaning of the practiced song. Through this method, the teacher could help students to encourage work translations from the target language into the native language and viceversa.

The usage of the Audio Lingual Method was immersed during a practice using mainly a song. Jack C. Richards implies that students that are involved with this method are to listen attentively, then they have to repeat what they listened and the teacher is in charge to correct any mistake that can occur during the practice.

As Diana Larsen Freeman implies, the application of music was focused on the correct imitation of a song recorder. With models or drills, the teacher could enhance vocabulary pronunciation mainly in an oral way. When students improve the previous practice, students could improve the ability to speak by replacing words and expressions. They also had the chance to memorize some phrases from the song. Grammar structures were immersed with some drill practices.

Jack C. Richards established in his book some characteristics about the Suggestopedia Method. He said this method intends to explore all possibilities about the human brain in order to increase mental capacities and get improvement through stimuli. Students at Santa Ines were expecting about what they were going to learn and practice through music. In this sense, students were adapted using music suggestions. This was possible because all students considered romantic music as relaxed music. The teaching process could be entertainment and enjoyable: students loved to practice English with music. The theory about how suggestions work so well in teaching practice was covered as Giorgi Lozanov implied.

With mental suggestions and the application of the theory of learning with a new consciousness proposed by Helen L. Bonny and Louis M. Savary, students at Santa Ines can get the chance to have a relaxing attitude into the music practice.

Also, with the students´ interests into music, it could be observable that they are really motivated and concentrated about what a specific song is. In addition, the way in which the guidebook practice is designed will allow students to participate during the teaching process.

Diana Larsen Freeman emphasizes about the performing in learning by using suggestions. With the music material, students could face their fear by singing and sharing experiences that music gives at that time. It can be said that the same interests for music are showed by students provoke consciousness to learn the English language.

Different students at Colegio Santa Ines could also demonstrate so many different individual and strengths and skills during a teaching process. While an English class is taught, they are constantly changing, learning, and growing. From the previous idea, Garner´s Theory about the multiple intelligences proposed different intelligences

that

come

in

many

different

ways

of

knowing,

understanding, and learning about the world. In the case of musical intelligence, the majority of students could show a really interest when they are being telling that a new musical material will be applied and how this might develop their musical intelligence.

As Garner exposed in his research, the musical intelligence is based about how one is ability is formed from rhythms and melodies. So, it can be observed that students get a complete motivation while a song is being played. This can be said because as a first moment, the teacher will include into the material some visual representations that are a previous step to cover the words or vocabulary applied on the song. When this is covered, students might have the ability to recognize

them into a simple song, measure and identify the speed and rhythm in simple melodies. Using this advantage that will be coming from students, the teacher can help students to develop musical intelligence by applying some recorders for improving listening and speaking by singing along, learning different contexts, and learn different words and expression.

The previous descriptions taken in the theorical-methodological base determine that music used in the English classroom can create a learning environment. This helps to build listening comprehension, speaking, reading, and writing skills. It is known that music introduces some features like rhythm, stress and intonation.

These features are affected into the pronunciation of English in context. Through music, students at Colegio Santa Ines could have the opportunity to identify and understand speeches. This will be possible because they will be asked to practice individually and collectively vocabulary as a previous practice. As David Nunan expresses, the Cinderella skill is applied when students are being able to catch understanding by listening songs.

Nunan also implies about the usage of the top-down and bottom-up processing.

The first one is covered when students get the chance to interpret meaning a general concept of the vocabulary through pictures. When students do this, they get a previous knowledge. This previous knowledge can be the clue in which they could recognize by listening the vocabulary applied on the song. In this process, the bottom-up processing could take place in the teaching process. Songs are non-reciprocal listening, so, students only have to put in practice what they comprehend from the same song by listening to it.

The researcher considers that teacher must point out the value of pronunciation practice by taking the phonetic symbol differences. English students at Colegio Santa Ines could get a pronunciation background by understanding these symbols. This could benefit students who need to improve their speaking and reading skill. David Nunan expresses that the ability to speak properly depends

about how students are able to code phonetic symbols to speak a language.

Students at Santa Ines can get this opportunity to practice with these symbols.

This phase gives students opportunities to pronounce properly with oral presentations about the song practiced.

About reading, the main function taken during the teaching process at Santa Ines is to get students building vocabulary. This process is covered by steps. First at all, students have to create images and concepts from vocabulary pictures. Then, taking in consideration the previous procedure, students would reflect understanding in reading. Students get the chance to include their concentration by practicing the phase before because of their processing operations as David Nunan expressed. The teacher encourages students by checking their reading skill on the lyric on the song. Reading lyrics can be also a purpose to encourage this skill in students and finally, they really enjoyed doing this receptive reading exercise; even they did it singing it.

Another technique that can be applied by the teacher at the moment to check reading practice is when he or she gives some directions about phonetics. David Nunan in his book wrote that the application of phonetics can be worked to improve pronunciation as a complementary task. Students at Colegio Santa Ines could appreciate this kind of exercises. At the beginning, it can be difficult to understand it, but, by practicing several times, students could reach and complete this phonetic practice. They could focus the main importance of phonetics to develop their aural expression.

Finishing with the reading practice, it should be observable the written phase.

This is applied as written exercises. Starting from the previous activities, students are asked to complete some exercises in order to encourage a written phase. As David Nunan implied, this is a continuing process in which students express their comprehension about the language. It is also checked that the teacher focuses the necessity to enhance the language acquisition by giving some ideas. During

the writing process, the teacher should give reinforcements in grammar and vocabulary they already practiced in class.

Nunan classifies writing as free writing and a writing process. Students can practice free writings by using vocabulary, expression, understanding, feelings, and also desires. Some students at English Free Courses should show interests to do the free writing activity because they really appreciate music backgrounds and these give the chance to create expectations. Students practically use imagination to write their brief writing. The teacher also can give the opportunity to share ideas using the technique of the pre-writing described by David Nunan.

2.4.

DEVELOPMENT AND THEORICAL DEFINITION

The value of applying songs gives motivation to students to learn and practice the English Language. It can be considered that as teachers as students believe and find that singing songs is entertainment and relaxed. There are different tools and processes that allow developing students´ language abilities in listening, speaking, reading and writing. All skills described before also can be taken to teach or study language items as sentences patterns, vocabulary, pronunciation, rhythms, adjectives, adverbs, or other aspects in a language speech.

Let´s Practice English through Romantic Music is a guidebook which provides a motivational environment for students, who usually have a great tension when they are speaking in a formal class set up. This material develops some classroom activities which are combined with the usage of romantic songs and material developments for learners. In this sense, the involvement from students can be exploded by engaging them into a meaningful usage of songs.

In order to give opportunities to students to develop their musical intelligence, the teacher can teach the different intonations for some words using a popular and

simple intonation considering a melody song. Students can enjoy by singing very much previously. Finishing the previous activity, student can get together in order to practice with phonetics. Students can work and put the words by pronouncing them with the corresponding phonetic transcription. This activity can be really enjoyable because they are practicing vocabulary very much. This technique also can make easy to memorize and remember different contents from a song.

The listening ability is really important to be developed in students from Colegio Santa Ines. So, it is necessary to implement specific tasks to improve this skill. A song can have the function to improve students´ listening abilities using a recorded pronunciation form. The technique of a dictation is useful to evaluate students´ understanding. First at all, teacher will have to indicate to student to look up the lyrics in which students try to guess the missing words in the blanks.

As students are practicing the song in different previous exercises, they probably already know what the words or expressions mean. This means that the songs can be played from one to three times. When the dictation songs is finishes, the teacher can follow by asking simple questions to check the students´ overall comprehension of the song.

When a listening phase is covered, the teacher can get students pronouncing the words and expression related with the song. A good tool to get them practicing is applying a karaoke version. This can help to have students listening and singing with the recorded. A karaoke version of a song is an audio form in which students sing with a musical background. By using this didactic resource, students get the chance to check by themselves their progress in pronunciation.

Students can encourage their reading ability by studying vocabulary, grammar, and sentence structure with the oral phases presented before. It is said that reading is an activity with purpose. Students read in order to gain information or verify their previous knowledge. The same lyric about the song can be used to

this purpose. As students enjoy by singing, they are supposed to enhance knowledge of the English language.

A writing activity can be used by using music. Students have the chance to write sentences with different words and expressions that appear on the content of the lyrics. Another activity to be worked is the technique of team work discussions.

This means that students could write a short dialogue using the same words.

Students could also express freely to write their ideas. This also leans to establish a role-play exercises in which students could use their imagination. This part is essential to get students explaining their works to others.

CHAPTER III OPERATIONAL FRAMEWORK

3.1.

DESCRIPTION OF THE SUBJECTS OF THE RESEARCH

To make this study, it was necessary to establish some descriptions to develop and get some information about the research. English Free Courses at Colegio Santa Ines were the subject to be taken into this research. Students who were interviewed were thirty-three students. The main center from this highlight was about how music could work in English Free Courses to improve students´ four competences: Listening, Speaking, Writing, and Reading in First Year, Section “B” in the school described before. At the beginning, the researcher had a great expectation in order to know if music creates a motivational environment during a teaching process. Different theories, approaches and methodologies proposed by a variety of authors were researched to determine that music is a strategy that could work successfully during teaching processes.

Teachers who were observed during their English classes at Santa Ines gave details to contrast descriptions about how a typical class was developed. These descriptions were taken from some observations made by the researcher who filled out different checklists. These checklists covered subjects like teacher´s attitude in an English class, teacher´s opinions about his/her teaching styles, and finally, students´ appreciations for music. At first, teachers who were notified about this study agreed to be part of this research. At the end, it was known that teachers needed to improve different aspects while an English class was given.

Among these aspects were a good establishment of motivation and an active participation. In this sense, it was also observed that teachers did not use appropriate approaches and methodologies to develop the four basic skills in students. The grammar Translation Method and the Audio Lingual Method were

the only methods observed during the teaching. The first one was applied when students translated English passages into Spanish, vocabulary lists, and common expressions. The second one was about the usage of audio resources which contained English programs to be taught.

The methods described above do not have main techniques to develop the four basic skills. So, students were not able to practice listening, reading, writing, and speaking with motivation. Students only followed teacher´s instructions because there was a lack of motivation. This meant that students did not show interests in learning English. They were asked to repeat vocabulary and common expressions. They also complete some filling out exercises. Some comments provided by students gave some ideas to think that teachers did not encourage them to participate actively and enthusiastically to learn English.

These observations were carried out at Colegio Santa Ines because it was really necessary to contrast the gathered information about the teaching methodology used by teachers and its relation with the usage of music. The final results let the researcher determine that methodologies applied by English teachers at Colegio Santa Ines were mainly grammar translations and repetitions drills practiced with an audio program. These processes were not focused on playing music neither improving the four basic skills in students nor creating an appropriate pedagogical environment.

It was designed a questionnaire in order to know the students´ preferences and how they could learn English successfully. They commented they really wanted to study English and this was the main purpose in which they took English Free Courses at Santa Ines, but at the same time, they considered that English as a language was difficult to learn it. In addition, English Free Courses at Santa Ines were an opportunity to study it because students said that a Sunday program was really flexible for them. This let student could decide to take it. Students also expressed that they liked the ways teachers were developing English Classes.

They also considered that teachers´ methodologies must change by using motivational strategies due to the fact that they had to work the whole week. So, they hoped to learn and practice English actively. Students´ answers were useful to identify the importance of music in a teaching process. In that sense, the guidebook proposed included activities to be worked. So, this highlight is about the study of music as a methodological strategy that could improve students´ competences in real situations during any English Teaching Process.

3.2.

PROCEDURES FOR THE GATHERING OF THE DATA INFORMATION

For the data gathering, three checklists were designed. A teacher´s checklist was used to observe his/her role during a teaching class. In here, the researcher checked teacher´s methodologies used in class. This checklist was composed by seven questions and it described if the teachers used grammar Translations, Audio Lingual, and Suggestopedia methods during a class.

There were described questions about if teachers applied music during the teaching process. Four criteria were divided in percentages according to teacher´s performing (See annex 1). In order to complete this checklist, teachers were notified to be observed during his/her teaching class. It was also designed a ten-question-checklist to be completed by teachers. This helped to get information about their opinions by using methodologies in English classes. It was analyzed if teachers used specific methods and names of English books they were using, if these ones contained English songs, and if teachers used music as a methodological strategy to teach English. This checklist was an interview and it was designed with open responses (See annex 2).

Another instrument used to carry out this highlight was a checklist to be completed by students. This one was designed with ten closed questions. Every question had only three answer options (Yes, No, and Not Sure) in order to get

important information to be considered by the researcher. This was developed at the end of the observation process. Two English Free Courses were considered and thirty-three students, who were the one hundred percent of the population in the classroom for First Year. Only the fifty percent were asked to complete this checklist. This meant fifteen students (See annex 3).

3.3.

SPECIFICATION OF THE TECHNIQUES OF THE DATA ANALYSIS

Two teachers´ checklists were designed. The first one was applied by using a method of direct observation to know if teachers used specific teaching methods into an English class. It was also designed to know if these teachers used music as a methodological strategy to improve the basic skills and how motivation was gotten through it. Before developing this checklist, teachers were notified about teaching backgrounds and how these methods and techniques were used during the teaching process. This checklist contained seven aspects with four columns which are considered teachers´ performing in one hundred, seventy-five, fifty, and twenty-five percent of application. Two teachers were observed to complete this observation.

Another teacher´s checklist was designed in order to verify teacher´s knowledge and methodological experiences about music. It was designed as an open checklist to evaluate teacher´s point of views related with methodological performing. This contained ten open questions to appreciate their general ideas about music and its application. A third checklist was designed to verify students´ opinions. This checklist was analyzed by considering all results obtained in it.

This student´s checklist was structured as a closed questionnaire. The results are shown by using the percentage technique and graphs. It can be said that the researcher considered taking this technique in order to get a better data analysis of the study. This checklist was carried out twice.

3.4.

CHRONOGRAM

3.5.

RESOURCES

There were two kinds of resources that the researcher used to complete this study: human and material resources.

In human resources, the researcher considered all suggestions from the ADVISOR who has been assessing during the previous months in which the study was being developed, and correcting grammar mistakes done by the researcher. STUDENTS who fill out a survey were also considered because they were mainly the object of the study. Also, two ENGLISH TEACHERS were observed to contrast the methodology used by them, and how music could be included in teaching process. The RESEARCHER, who was looking up whole information to be included in the current study related with music.

In material resources, BOOKS gotten by the UPES´s library were important to find information about the topic that was researched. Other resources used to get more information were some WEBSITES found in INTERNET. Also, some ONLINE DICTIONARIES called Word Reference and Heinle's Newbury House were useful to look up appropriated words to be supported in the study. The researcher also designed two CHECKLISTS to know what teachers thought about traditional pedagogical methods in teaching process, and what they thought about music as methodology. Students were also asked by a SURVEY. This was designed to get personal information about how music could work to learn and practice English through the application of a GUIDEBOOK which was designed by the researcher with some proposed songs to be applied in class. The researcher had to type all the information with the help of his own COMPUTER which is an electronic device for the storage and processing of information. In order to get some preliminary observation to be checked, the study had to be printed by a PRINTER, BOND PAPER, PENS, and NOTEBOOKS were also used to take notes related for the study.

3.6.

PRELIMINARY INDEX OF THE FINAL DRAFT CHAPTER I – CONCEPTUAL FRAMEWORK In the first section of the study, it is found the introduction, the objectives that were the directions to develop this highlight. Then, in the background is detailed about the importance of music in a teaching process. The justification of the study is about how music could be as a useful and practical methodology to learn in EFL. In statement of the problem, it is described about how music could help to improve the four basic skills in students by using music in teaching process.

Then, it is mentioned the findings and limitations which are given to define music as object of study. At the end, concepts and categories are to establish a relation between music and pedagogical approaches.

CHAPTER II – THEORICAL FRAMEWORK In the second section of the study, it is expressed the Theorical-Methodological Base which contains as a first part some descriptions of theories, pedagogical methods, and approaches that have a relation with the usage of music as a methodology. Then, there is a brief description about the place of study. After that, there is a contrast from Theorical aspects related with a reality observed which is called Theorical-Methodological of the Research. This contrasting information is unified with some information written in the Empirical Framework.

This section concludes with the Development and Theorical Definition, which there are some suggestions from the researcher. In here, the contrasting information made before gives a new definition. These definitions are about how to use music in teaching with the help of the designed guidebook.

CHAPTER III – OPERATIONAL FRAMEWORK In the third section, it is mentioned the subject of the study which are the fifteen students who were interviewed. Teachers were also included in the previous part by taking their observations and points of views. It is a brief explanation about the procedures to gather the information (descriptions) and the analysis of the information gotten. Then, it appears the chronogram, and a description about the human and material resources that were carried out to develop the current study.

3.7.

BIBLIOGRAPHY USED

Bonny, Helen L. and Savary, Louis M. Music and Your Mind: Listening with a new Consciousness. 1973. Harper & Row Publishers, New York, Evanston, San Francisco, London.

Didáctica General I. (2008). Movimientos Educativos Contemporáneos.

Material de Apoyo. Biblioteca Universidad Pedagógica.

Freeman, Diane Larsen. Techniques and Principles in Language Teaching.

1986. Oxford University Press.

Frega, Ana Lucia. Música para maestros. 1996. Barcelona, España. Editorial GRAÓ.

Gardner, Howard. Frames of Mind. The theory of Multiple Intelligences. 1993.

Basic Books, Harper Collins Publishers. Inc., New York.

Harmer, J. (2001). The Practice of English Language Teaching. England.

Pearson Education Limited.

Mata Barreiro, C. (1990). Las Canciones como Refuerzo de las Cuatro Destrezas. En, Didáctica de las Segundas Lenguas. Estrategias y Recursos Básicos. Grupo Santillana Editores. Madrid.

Mejía, Pilar Pascual. Didáctica de la Música. 2002. Madrid, España. Pearson Education.

Nunan, David (1999). Second Language Teaching and Learning. Canada: Newbury House Teacher Development.

Peñalba, Alicia. Body and Music through Johnson´s Metaphor Theory: Critical analysis and Application of music. Magazine of Musical Culture, Vol. 9 (2005).

From the website: http://www.sibetrans.com/trans/trans9/penalba.htm.

René Foorcade (1977). La motivación en la enseñanza. (13-14). Madrid, España: Narcea, S.A. de Ediciones, 1977.

Richards, Jack C. & Rodgers, Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press. (2001).

Sagastume Umaña, R. y otras. Influencia de la educación musical en el desarrollo del lenguaje en niños y niñas de educación parvularia sección 4 años de la zona 1 del distrito 02-08 de la ciudad de Santa Ana. Trabajo de Grado. Licenciatura en Parvularia.

Universidad Francisco Gavidia. San

Salvador.

Salud

Diaria.

Musicoterapia

para

curar

enfermedades.

http://www.saluddiaria.com/musicoterapia-para-curar-enfermedades/ Spratt, Mary; Pulverness, Alan; and Williams, Melanie. The Teaching Knowledge Test (TKT) Course. Cambridge University Press 2005.

Ticas,

P.

y

otros.

(2008).

Guía

Metodológica

para

Investigaciones

Institucionales y Escolarizadas. San Salvador. Universidad Pedagógica.

Wallace, Wanda. (1994). Memory for music: Effect of melody on recall of text.

En Journal of Experimental Psychology: Learning, Memory, and Cognition. Vol 20(6), 1471-1485.

Woolfolk, Anita. (2004). Educational Psychology; Ninth Edition. Pearson Education Inc.

ONLINE DICTIONARIES http://www.wordreference.com/ http://nhd.heinle.com/

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

ANNEX 1

Checklist to observe the development of the teaching methodology used in English Class

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Universidad Pedagógica de El Salvador Faculty of Education Checklist to observe the application of Romantic Music as a methodology in English Classes Colegio Santa Ines 2008-2009 Teacher´s Name: _____________________________________Section: __________ Date: __________ Main Objective: a) To observe the usage of methodologies that the teacher use into the teaching process. b) To know if the teacher use music as a methodological strategy to improve the basic skills and motive the English class.

Checklist to observe the development of the teaching methodology used in English Class No.

CRITERIAS

PERFORMING IN PERCENTAGE 100% 75% 50% 25%

01

How often does the teacher use the Grammar Translation Method with its approaches in Teaching?

02

How often does the teacher use the Audio Lingual Method with its approaches in Teaching?

03

How often does the teacher use the Suggestopedia Method with its approaches in Teaching?

04

How often does the teacher use didactic resources using mainly music during a development of a class?

05

If the teacher uses music in teaching process, is music enjoyable for students?

06

If the teacher uses music in teaching process, is it frequent the usage of songs in the English Classroom?

07

Does the teacher apply some extra activities after he played a song to improve the four basic skills in English? (Listening, Speaking, Reading, and Writing activities).

Comments: _____________________________________________________________________________________ _____________________________________________________________________________________

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

ANNEX 2

Checklist to interview about the application of Romantic Music as a methodology

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Universidad Pedagógica de El Salvador Faculty of Education Interview about the application of Romantic Music as a methodology in English Classes Colegio Santa Ines 2008-2009 Teacher´s Name: ____________________________________Section: __________ Date: __________ Main Objective: To know the teacher´s knowledge and methodology experiences.

1.

What are the pedagogic methods you generally use in your English teaching?

2.

What is the name of the English Book you are using in your classes?

3.

Are there songs in the course book?

4.

If there are songs, do you use them to encourage English practice?

5.

Do you like to play music in your English classes?

6.

If you like to play music in English class, what kind of music do you like to apply?

7.

If you apply music, do you do any activity to improve the four basic skills in students?

8.

Do you consider Romantic Music can be a kind of music enjoyable for students? Music from the 80´s?

9.

Do you consider romantic music is a nice didactic tool in teaching English to improve the four basic skills in students?

10. Do you consider useful to apply romantic music as didactic material which contains different exercises to encourage the four basic skills in students?

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

ANNEX 3

Survey for students about the application of Romantic Music as a methodology

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Universidad Pedagógica de El Salvador Faculty of Education Survey about the application of Romantic Music as a methodology in English Classes Colegio Santa Ines 2008-2009 Student´s Name: ________________________________________________________ Age: ______________ Main Objective: To gather information about student´s opinion on the application of Romantic Music during a teaching process.

Direction: Put a check mark on the option you consider is ok.

1. Do you think romantic music is a good way to learn and practice the English Language?

Yes No Not sure 2. Do you consider that a relaxation phase could help you to concentrate better into a musical learning practice?

Yes No Not sure 3. Do you consider that practicing English with vocabulary and its usage by using pictures can be helpful to learn?

Yes No Not sure 4. Do you consider that the listening part is difficult while you are listening a song?

Yes No Not sure 5. Do you consider that phonetic session could help you to practice your pronunciation (Speaking Skill)?

Yes No Not sure 6. Do you understand so well the main meaning of an English song when you take self-activities to study it?

Yes No Not sure 7. Do you think that karaoke version can help you to improve your speaking and reading skill?

Yes No Not sure 8. Do you consider that a written practice contemplated about the song can help you to understand grammar and vocabulary? (Reading and Written exercises) Yes No Not sure 9.

Do you think the methodology used to practice English through the six phases is understandable?

Yes No Not sure

10. Do you think the guidebook: “Let´s Practice English through Romantic Music” can be a didactic tool to improve your English?

Yes No Not sure Any suggestion or comment? _____________________________________________________________________________________ I really appreciate for your cooperation!!!

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

ANNEX 4

Student´s lists which was the object of study

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Student´s List of CLI-SI 2008 No. 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18

Student´s Name Linares Murga, Rosa Elena Martínez, Sonia Isabel Mejía, Nuria del Carmen Mena Mejía, Blanca Marilú Méndez Saldana, Maritza Elizabeth Méndez, Evelyn Nataly Navidad, Sandra Carolina Orellana Recinos, Suleyma Parada, Mirna Aracely Recinos Orellana, Suleyma Stephanie Rivas Cardoza, Yanci Guadalupe Rivas Hernández, Silvia Marisol Romero Ramos, Roxana Beatriz Serrano, Ana María Sorto Cubías, Laura Carolina Vargas Hernández, Marta Isora Vásquez, Claudia Rosibel Villacorta, Kandy Corina

Age 21 24 24 19 20 22 27 25 24 25 29 19 21 22 19 32 22 19

Student´s List of CLI-SI 2009 No. 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15

Student´s Name Aguiñada Portillo, Iliana Banessa Alemán Cruz, Sandra Elizabeth Alemán Delgado, Ana Gloria Alfaro del Cid, Reyna Michelle Almendarez, Lorena Antonia Andaluz Salazar, Morena Guadalupe Corxe Sinaj, Mayra Cleotilde Escobar Asencio, Luz Aracely García Cardona, María Angélica González López, Fatima Liliana González, María Zonia Hernández de Durán, Marta Pineda Escalante, Deysi Margarita Serrano Argueta, Ruth Abigail Valencia Lemus, Marina de los Santos

Age 18 34 30 20 21 35 33 26 35 22 34 36 22 22 36

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

ANNEX 5

Sample of the first pages contained in the musical guideline

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

BOOK 1

A Musical Guidebook compiled and designed by Hugo A. Campos Borja A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PREFACE This is the first edition for this romantic compilation. This presents several well-known songs that were very popular years ago. All of them have been chosen because they show a romantic rhythm and compressible lyrics. In this way, many students can enjoy romantic music and practice mainly two skills in English: listening and speaking. At the end of the oral practice, students can also practice with the written and reading practice with some exercises given.

As well, this edited compilation is presented as a methodological proposal which tries to change the learning process in an inductive process of approach into The English Language. This teaching technique (using English music) can be used to motivate all students and try to keep their attention while they learn any grammar part and its rules in a natural way.

In this edition, this book presents other activities which are divided in five parts. As a first step, students can identify the vocabulary and expressions contained in each song to get an idea about the main meaning of the song. In second step, students can study and check the different words and expressions that are applied in each song. That means, they will be able to recognize and practice them in a natural context. The third step is presented by showing the phonetic symbols. Ahead, there is a chart in which the different phonetic symbols are expressed with some examples. In this step, students can appreciate, identify, and pronounce very well the words and expressions by seeing the symbols. Of course, the teacher will be responsible to teach them in the correct way.

For the fourth step, students can compare the meaning in each song (Translation in English-Spanish). Here, students will be able to learn the meaning for the different words in context. Then, the fifth step is about a reading and speaking practice. In this phase, students will be able to memorize the lyric and using a karaoke version; students will sing it and pronounce it to consolidate their learning. Finally, for the sixth phase, there are some exercises to cover the written part. These activities are divided to practice the fourth basic skills in students.

So, the main purpose of this material is to get students practicing English in a dynamic way through romantic music. This compilation includes 10 English Songs and they are supported with an audio CD and a DVD project.

It also includes a Karaoke CD to apply the speaking skill mainly. This methodological material can be useful to those teachers who want to get students improving their four basic skills in English.

As an English Teacher, I hope this resource contributes and helps to all those students who want to get better their English Language and increase their vocabulary, listening, reading, and speaking skills.

So, Let’s Practice English Through Romantic Music!!

April 2010

Hugo Alexander Campos Borja

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

INDEX TRACK #

BOOK 1 PAGE No.

01

Europe “Carrie”

-05-

02

Extreme “More Than Words”

-17-

03

K an s as “Dust In The Wind”

-29-

04

Righteous Brothers “Unchained Melody”

-41-

05

Spandau Ballet “True”

-53-

06

Richard Marx “Right Here Waiting For You”

-65-

07

Patrick Swayze “She´s Like The Wind”

-77-

08

Air Supply “Lost In Love”

-89-

09

Ben E. King “Stand By Me”

-101-

10

The Bangles “Eternal Flame”

- 112-

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Pronunciation Guide*

In this section, there are some descriptions related with some phonological charts which can be useful to understand how to pronounce the words that are contained in each lyric contained in this musical guidebook.

Vowels (Diphthongs) Symbol

Key Word hot, far

Pronunciation -

It´s has an intermediate sound between “a” and “e” (ae).

cat

It sounds like “ai”.

fine

It sounds like “au”.

house

It´s similar to the letter “e”, but it´s wider.

bed

It sounds like “ei” with a slight extension.

name

It sounds like “i” with a quick pronunciation.

need

This symbol is pronounced like “ie” with a slight extension.

sit

It sounds like “ou” with a slight extension.

go

It sounds like “u”, but it´s wider.

book dog – four

-

It sounds like “o”.

It sounds like “oi”.

toy

It sounds like “e”, but it´s very relaxed.

cup

It sounds like “e”, but it´s articulated with the letter “r”.

bird about – after

Description It sounds like “a” with a slight extension.

-

It sounds like “e”, but it´s very relaxed.

Consonants Symbol

Key Word boy day just face ge t hat

Pronunciation

Description It´s similar to the letter “b”.

It´s similar to the letter “d”, but with tension.

It´s similar to the Spanish letter “y”.

It´s similar to the letter “f”.

It´s similar to the letter “g”, but with tension.

It sounds like the Spanish letter “j”, but It´s really soft.

-0 1 -

A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

It´s similar to the letter “k”.

car

It sounds like “l”.

light

It sounds like “m”.

my

It sounds like “n”.

nine

It sounds like “n”, but it´s articulated with the letter “g”.

sing

It sounds like “p”.

pen

It´s pronounced with the tip of the tongue and it´s rolled up.

right

It sounds like “s”.

see

It sounds like “t”, but an aspiration is followed.

tea

It sounds like the Spanish compound letter “ch”.

cheap

It´s articulated with the upper incisor teeth placed in the lower lip.

It sounds like “u”, but another vowel can be followed to form a diphthong.

It sounds like “ie”.

vote west yes

It sounds like “s”, but it´s more audible.

z oo

It sounds like the letter “d”.

they

It sounds like the Spanish letter “z”.

think

It sounds like “sh”, but it´s more palatal.

shoe

It sounds like the Spanish compound letter “ll”, but it´s more audible.

vision

Stress Symbol

Key Word city dictionary

Pronunciation

Description It´s used before a syllable to show primary (main) stress.

It´s used before a syllable to show secondary stress.

-0 2 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Pronunciation Practice

In this section, you have other examples to practice each phonological symbol.

Vowel Sounds Symbol

As In The Words

author; ball; law

operator; father; college

oil; noisy; boy

and; class: that

of; country; must

ice; time; my

her; dollar; girl

out; town, shower

ago; soda; up

end; guess; very eight; late; they each; meet; she it; this; is open; don´t; go look; full; would

Consonant Sounds Symbol

As In The Words boy; hamburger; job

Symbol

As In The Words young; exciting

dog; window; sad

jacket; agent

fun; breakfast; off

child; lunch; watch

go; hamburger; big

these; other; that

hot; ahead

think; Arthur; north

kitchen; taking; steak

shoe; fishing; wash

let; agly; mail, hello; fall

unusual; television

man; family; room not; corner; sun put; open; cup run; parent; hour; sorry sir; most; tennis; city; dress time; sister; cat very; favorite; have wet; award yes; lawyer zero; magazine; busy; does

-0 3 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

Methodology for “Let´s Practice English Trough Romantic Music” Phases to be applied by teachers: PHASE I – Vocabulary Previous Practice: Teachers introduce the vocabulary taken from each song in order to get students identifying the main meaning with the help of pictures. In this phase, teachers help students to pronounce each vocabulary to practice pronunciation.

PHASE II – Checking words and expressions: Teachers previously checked words and expression from phase I, teachers have to play the song. Students are no allowed to check the lyric yet. This means that students listen and try to understand the song by applying the previous practiced phase. In here, teachers could ask different questions to know if students are getting understanding while the song is being listened by them.

Teachers even can ask as a feedback any word or expression listened by making questions and using them in other contexts. Done this activity, students are asked to look at the lyric. The song is played again and students try to understand the individual meaning in each word. When teachers complete the activity, he or she has to read it line by line and students repeat it in groups or individually.

PHASE III – Identifying Phonetics Symbols: Now, teachers invite students to sing the song while the song is played again. In this phase, students can observe different phonetic symbols. While students read the phonological symbol for each word, they can understand how to pronounce them. The teacher will have to explain how each word is pronounced. Previously to this section, there is a Pronunciation Guide Practices with some examples that can be reviewed by students to get improvement in pronunciation. These symbols are expressed using the IPA. PHASE IV – Knowing the meaning: When students got improvement in their pronunciation skill, they are indicated to check the translation of the song worked. This is to keep students checking the meaning of the song. This phase appears in two columns: on the left with the lyric in English, and on the right in Spanish translation.

PHASE V – Karaoke Version Practice.

Students were supposed to practice and learn the English song by working the phases described before. So, by using a karaoke version (Karaoke CD), students can reinforce their spea king and pronunciation by singing the song. The class can be divided in different groups to sing a paragraph. This could help students to take initiative and be evaluated by teachers.

PHASE VI – Exercises: This is the last activity. Students are asked to work in different written exercises. These exercises are related with vocabulary, structures, and meaning about the song. Even, Students can use their imagination by writing a short paragraph about what they learnt from the song. Students can also practice with some vocabulary listening exercises.

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A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

TRACK 01

EUROPE

“Carrie” Activities to be developed / considered Phase I Vocabulary Previous Practice.

Phase II Checking Words and Expressions.

Phase III Identifying Phonetic.

Phase IV Knowing the Meaning.

Phase V Karaoke Version Practice.

Phase VI Exercises.

-0 5 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PHASE I – VOCABULARY PREVIOUS PRACTICE Nouns & Adjectives

Verbs

Light

Reason

Season

G od

Eyes

Goodbye

Friend

Mind

Unkind

Patience

Crime

Pain

go down

See

Cry

Know

T ry

Ask

Change

Meet

Read

Wish

Explain

Take

Come

Feel

-0 6 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PHASE II - CHECKING WORDS AND EXPRESSIONES

Europe Carrie When light goes down, I see no reason For you to cry. We've been through this before In every time, in every season, God knows I've tried So please don't ask for more.

Can't you see it in my eyes This might be our last goodbye Carrie, Carrie, things they change my friend Carrie, Carrie, maybe we'll meet again Somewhere, again.

I read your mind, with no intentions Of being unkind, I wish I could explain It all takes time, a whole lot of patience If it's a crime, how come I feel no pain?.

Can't you see it in my eyes This might be our last goodbye Carrie, Carrie, oh, things they change my friend Carrie, Carrie, maybe we'll meet again ohhh Can't you see it in my eyes This might be our last goodbye ohhh, ohhh Carrie, Carrie, Oh, things they change, Carrie, Carrie, Carrie, Carrie, Carrie, maybe we'll meet again Somewhere, again.

When light goes down…

-0 7 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PHASE III – IDENTIFYING PHONETIC & SPEAKING PRACTICE

Europe Carrie When light goes down, I see no reason /w n//la t//go z//da n/, /a //si//no // riz n/ For you to cry. We've been through this before /f r//yu//tu//kra /. /wiv//b n// ru/ / s//b f r/ In every time, in every season, / n// vri//ta m/, / n// vri/ / siz n/ God knows I've tried /g d//no z//a v//tra d/ So please don't ask for more. /so //pliz//do nt// sk//f r//m r/

Carrie, Carrie, / k ri/, / k ri/ things they change my friend / s// e //t e nd //ma //fr nd/ Carrie, Carrie, / k ri/, / k ri/ maybe we'll meet again / me bi//w l//mit// g n/ Somewhere, again. / s m w r/, / g n/

Can't you see it in my eyes /k nt//yu//si// t// n//ma //a s/ This might be our last goodbye / s//ma t//bi// a r//l st//g d ba /

ohhh

Carrie, Carrie, / k ri/, / k ri/ things they change my friend / s// e //t e nd //ma //fr nd/ Carrie, Carrie, / k ri/, / k ri/ maybe we'll meet again / me bi//w l//mit// g n/ Somewhere, again. / s m w r/, / g n/ I read your mind, with no intentions /a //rid//y r//ma nd/, /w //no // n t n n/ Of being unkind, I wish I could explain / v// bi // n ka nd/, /a //w //a //k d;// k sple n/ It all takes time, a whole lot of patience / t// l//te ks//ta m/, / //ho l//l t// v// pe ns/ If it's a crime, how come I feel no pain?. / f// ts// //kra m/, /ha //k m//a //fil//no //pe n/ Can't you see it in my eyes /k nt//yu//si// t// n//ma //a s/ This might be our last goodbye / s//ma t//bi// a r//l st//g d ba /

Can't you see it in my eyes /k nt//yu//si// t// n//ma //a s/ This might be our last goodbye / s//ma t//bi// a r//l st//g d ba / ohhh, ohhh Carrie, Carrie, / k ri/, / k ri/ Oh, things they change, Carrie, Carrie, Carrie, /o /, / s// e //t e nd /, / k ri/, / k ri/ Carrie, Carrie, / k ri/, / k ri/ maybe we'll meet again / me bi//w l//mit// g n/ Somewhere, again. / s m w r/, / g n/ When light goes down… /w n//la t//go z//da n/……

-0 8 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PHASE IV – KNOWING THE MEANING & ENGLISH TRANSLATION UNDERSTANDING

Europe Carrie

Europe Carrie

When light goes down, I see no reason For you to cry. We've been through this before In every time, in every season, God knows I've tried So please don't ask for more.

Cuando la luz cae, No veo razón Para que tú llores, hemos pasado esto antes En cada momento, en cada estación, Dios sabe que he tratado Así que por favor no pidas más.

Can't you see it in my eyes This might be our last goodbye

No puedes verlo en mis ojos? Éste podría ser nuestro último adiós.

Carrie, Carrie, things they change my friend Carrie, Carrie, maybe we'll meet again Somewhere, again.

Carrie, Carrie, las cosas cambian mi amiga Carrie, carrie, quizá nos encontraremos, de nuevo…

En algún lugar, de nuevo.

I read your mind, with no intentions Of being unkind, I wish I could explain It all takes time, a whole lot of patience If it's a crime, how come I feel no pain?.

Leo tu mente, sin intenciones De ser insensible, quisiera poder explicar Todo lleva tiempo, mucha paciencia Si es un crimen, cómo puede ser que no sienta dolor.

Can't you see it in my eyes This might be our last goodbye

No puedes verlo en mis ojos?

Este podría ser nuestro ultimo adiós

Carrie, Carrie, oh, things they change my friend Carrie, Carrie, maybe we'll meet again

Carrie, Carrie, oh, las cosas cambian mi amiga Carrie, carrie, quizá nos encontraremos, de nuevo…

ohhh

ohhh

Can't you see it in my eyes This might be our last goodbye

No puedes verlo en mis ojos? Éste podría ser nuestro último adiós.

ohhh, ohhh

ohhh, ohhh

Carrie, Carrie, Oh, things they change, Carrie, Carrie, Carrie, Carrie, Carrie, maybe we'll meet again Somewhere, again.

Carrie, Carrie, oh, las cosas cambian, Carrie, Carrie, Carrie Carrie, carrie, quizá nos encontraremos, de nuevo…

En algún lugar, de nuevo.

When light goes down…

Cuando la luz cae…

-0 9 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PHASE V – KARAOKE VERSION & READING PRACTICE

Europe Carrie When light goes down, I see no reason For you to cry. We've been through this before In every time, in every season, God knows I've tried So please don't ask for more.

Can't you see it in my eyes This might be our last goodbye Carrie, Carrie, things they change my friend Carrie, Carrie, maybe we'll meet again Somewhere, again.

I read your mind, with no intentions Of being unkind, I wish I could explain It all takes time, a whole lot of patience If it's a crime, how come I feel no pain?.

Can't you see it in my eyes This might be our last goodbye Carrie, Carrie, oh, things they change my friend Carrie, Carrie, maybe we'll meet again ohhh Can't you see it in my eyes This might be our last goodbye ohhh, ohhh Carrie, Carrie, Oh, things they change, Carrie, Carrie, Carrie, Carrie, Carrie, maybe we'll meet again Somewhere, again.

When light goes down…

-1 0 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PHASE VI – EXERCISES PART I – Match the pictures with the words.

1)

a) eyes

7)

g) reason

2)

b) pain

8)

h) unkind

3)

c) crime

9)

i) season

4)

d) good-bye

10)

j) light

5)

e) friend

11)

k) god

6)

f) mind

12)

l) patience

PART II – Listening the following sentences and write the word you hear in the line given.

1. It was ____________________ to leave his wife alone when she was ill.

2. She has beautiful brown ____________________.

3. She waited with ____________________ until her baby stopped crying.

4. Summer and fall are her favorite ____________________.

5. It is a ____________________ that such a nice man has so much trouble in his life.

6. ____________________ is the creator of this world.

7. After the car accident, he had a ____________________ in his right side.

8. Scientists use ____________________ to understand nature.

9. ____________________, I'll see you tomorrow.

10. She's a good ____________________ of mine.

11. He is very old, but his ____________________ is still clear.

12. I need more ____________________ to take a picture with this camera.

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A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PART III – Look at the following pictures. Connect them with the correct statement

1)

4)

a) I changed my life by going back to college. b) They know they are intelligent. c) The instructor explained math.

2)

5)

d) On the street, I met an old friend. e) He cried when his mother died.

3)

6)

f) He took some aspirins.

1 _____, 2 _____, 3 _____, 4 _____, 5 _____, 6 ______

PART IV – Using the picture and the verb below of each one, write a creative sentence made from you.

1) go down

2) See

3) Try

4) Ask

5) Read

6) Wish

7) Come

8) Feel

-1 2 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PART V – Complete the song as well as you hear it.

Missing words / expressions

Europe Carrie When goes ,I no reason For you to __________(4). We've __________(5) through this before In every __________(6), in every __________(7), God __________(8) I've __________(9) So __________(10) don't __________(11) for more. __________(1)

__________(2)

__________(3)

Can't you see it in my __________(12) This __________(13) be our last _______________(14) Carrie, Carrie,

__________(15) they change my __________(16)

Carrie, Carrie, maybe we'll __________(17) again Somewhere, __________(18).

I __________(19) your mind, with no __________(20) Of being __________(21), I wish I could __________(22) It all __________(23) time, a whole lot of __________(24) If it's a __________(25), how __________(26) I feel no __________(27)?.

Can't you see it in my eyes This might __________(28) our last goodbye Carrie, Carrie, oh, things they __________(29) my friend Carrie, Carrie, __________(30) we'll meet again ohhh Can't you see it in my eyes

__________(31) might be our last goodbye

Again ( ) A sk ( ) Be ( ) been ( ) change ( ) come ( ) crime ( ) cry ( ) down ( ) explain ( ) eyes ( ) friend ( ) goes ( ) goodbye ( ) intentions ( ) knows ( ) light ( ) maybe ( ) meet ( ) might ( ) p a in ( ) patience ( ) please ( ) read ( ) season ( ) see ( ) somewhere ( ) takes ( ) things ( ) t h is ( ) time ( ) tried ( ) unkind ( )

ohhh, ohhh Carrie, Carrie, Oh, things they change, Carrie, Carrie, Carrie, Carrie, Carrie, maybe we'll meet again __________(32), again.

When light __________ (33) down…

-1 3 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PART VI – Translate the lyric into Spanish.

Europe Carrie

___________________________________________________ ___________________________________________________

When light goes down, I see no reason For you to cry. We've been through this before In every time, in every season, God knows I've tried So please don't ask for more.

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

Can't you see it in my eyes This might be our last goodbye

___________________________________________________ ___________________________________________________

Carrie, Carrie, things they change my friend Carrie, Carrie, maybe we'll meet again Somewhere, again.

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

I read your mind, with no intentions Of being unkind, I wish I could explain It all takes time, a whole lot of patience If it's a crime, how come I feel no pain?.

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

Can't you see it in my eyes This might be our last goodbye

___________________________________________________ ___________________________________________________

Carrie, Carrie, oh, things they change my friend Carrie, Carrie, maybe we'll meet again

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

ohhh

ohhh

Can't you see it in my eyes This might be our last goodbye

___________________________________________________ ___________________________________________________

ohhh, ohhh

ohhh, ohhh

Carrie, Carrie, Oh, things they change, Carrie, Carrie, Carrie, Carrie, Carrie, maybe we'll meet again Somewhere, again.

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

When light goes down…

___________________________________________________ -1 4 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

PART VII – Write a brief essay using the words and expressions expressed on the song. Use your imagination and creativity. You can write a little story, a poem, or any writing style you would like to.

Nouns & Adjectives Light

Reason

Season

G od

Eyes

Goodbye

Friend

Mind

Unkind

Patience

Crime

Pain

Go down

See

Cry

Know

T ry

Ask

Change

Meet

Read

Wish

Explain

Take

Come

Feel

Verbs

-1 5 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

ANSWER KEY PART I 1-e, 2-f, 3-a, 4-b, 5-c, 6-d, 7-i, 8-l, 9-k, 10-g, 11-h, 12-j PART I 1) unkind, 2) eyes, 3) patience, 4) seasons, 5) crime, 6) God, 7) pain, 8) reason, 9) Good-bye, 10) friend, 11) mind, 12) light.

PART III 1-e, 2-d, 3-c, 4-a, 5-f, 6-b PART IV Student´s answers.

PART V

1 – light, 2 – down, 3 – see, 4 – cry, 5 – been, 6 – time, 7 – season, 8 – knows, 9 – tried, 10 – please, 11 – Ask, 12 – eyes, 13 – might, 14 – goodbye, 15 – things, 16 – friend, 17 – meet, 18 – Again, 19 – read, 20 – intentions, 21 – unkind, 22 – explain, 23 – takes, 24 – patience, 25 – crime, 26 – come, 27 – pain, 28 – be, 29 – change, 30 – maybe, 31 – this, 32 – somewhere, 33 – goes.

PART VI Student’s translation practice.

PART VII Student’s writing practice.

-1 6 A Musical Guidebook compiled and designed by Hugo A. Campos Borja

Musical Guidebook 1 – Let’s Pra ctice Englis h through Romantic Music

About the Compiler: Hugo Alexander Campos Borja is an English teacher who is graduated from Universidad Pedagógica de El Salvador (UPES). He actually works in different private schools by attending different levels. He starts his pedagogical experiences in 2003 and at that time, he took for granted the opportunity to learn and practice English through music. This chance was practically one of the motivational self-interest in his learning and teaching processes. During the previous years, he was considering that music is a good way to get improvement for the four basic skills in students.

So, he thought to propose a musical guidebook in which those skills were applied during the teaching process with motivation and armory. He considered that romantic music is really liked for everybody and by taking this strength, different teachers could take some proposal activities described in a musical and methodological guidebook called “LET´S PRACTICE ENGLISH THROUGH ROMANTIC MUSIC!. This work was inspired to get the bachelor degree as an English teacher.

This thesis named “Study on Music as a Methodological Strategy in the Development of the Four Skills to Learn the English Language” was only a token to know if music could be helpful in learning and teaching process, and it was.

If you want to continue with this interesting topic or need this musical guidebook to be worked in teaching process, you can send him e-mails to hacamposb@gmail.com or hacamposb@yahoo.com.

Thank you very much.

A Musical Guidebook compiled and designed by Hugo A. Campos Borja