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Pop songs in the classroom time-filler or teaching tool?

Pop songs in the classroom time-filler or teaching tool?

 Friederike, Tegge.
 2018.
 p. 274-285. English
Teaching ToolÂm nhạc.Teaching method.Giảng dạy tiếng Anh.Học tập.Music and learning.Pop Songs.
Tác giả CN Friederike, Tegge.
Nhan đề Pop songs in the classroom: time-filler or teaching tool? / Tegg Friederike.
Thông tin xuất bản 2018.
Mô tả vật lý p. 274-285.
Tóm tắt Teachers frequently recommend pop songs on websites and in experience-based articles to foster L2 acquisition. Such a positive stance contrasts with a scarcity of musical activities in published materials for adult learners and the small number of empirical studies investigating the use and usefulness of songs in L2 teaching. Consequently, pedagogical choices and their implementation depend mainly on the course instructor. This article reports on the findings of an international survey exploring teachers’ beliefs about and teaching practices involving songs in the classroom. The findings reveal that informants often use songs as part of a purposeful and diverse teaching unit and based on reasoning that frequently reflects findings in cognitive-psychological research. However, song use can be impeded by a lack of official materials and support from other stakeholders.
Thuật ngữ chủ đề Teaching Tool-English language.
Từ khóa tự do Âm nhạc.
Từ khóa tự do Teaching method.
Từ khóa tự do Giảng dạy tiếng Anh.
Từ khóa tự do Học tập.
Từ khóa tự do Music and learning.
Từ khóa tự do Pop Songs.
Nguồn trích ELT Journal- Volume 72, Issue 3,
MARC
Hiển thị đầy đủ trường & trường con
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260[ ] |c 2018.
300[1 0] |a p. 274-285.
520[0 ] |a Teachers frequently recommend pop songs on websites and in experience-based articles to foster L2 acquisition. Such a positive stance contrasts with a scarcity of musical activities in published materials for adult learners and the small number of empirical studies investigating the use and usefulness of songs in L2 teaching. Consequently, pedagogical choices and their implementation depend mainly on the course instructor. This article reports on the findings of an international survey exploring teachers’ beliefs about and teaching practices involving songs in the classroom. The findings reveal that informants often use songs as part of a purposeful and diverse teaching unit and based on reasoning that frequently reflects findings in cognitive-psychological research. However, song use can be impeded by a lack of official materials and support from other stakeholders.
650[1 0] |a Teaching Tool |x English language.
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653[0 ] |a Pop Songs.
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