Everything in the Universe has a Rhythm, so has Learning and Teaching

Abstract

Today, most of the ESL (English as a Second Language) learners in Sri Lanka consider English language learning as anxiety packed, insipid and an unconquerable obstacle. If facilitators can integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a stress free, learner friendly atmosphere. Music and songs can be incorporated in multifaceted ways in fostering brain stimulation, motivation and enthusiasm in ESL learners. Music is instrumental in creating a relaxing and comfortable environment, which can propel language learning, as stated by experienced applied linguists (Larsen-Freeman, 1985). In terms of hemisphere functioning in language learning, research on psycholinguistics reveals that songs can activate language acquisition and learning in both hemispheres of the human brain (Williams and Burden, 1997). Thus, facilitators can use music as an effective tool in teaching listening, writing, reading, speaking, grammar, and vocabulary development. This study attempts to investigate whether music can be implemented in teaching English grammar and vocabulary. The sample of this study consists of 100 students from the Faculty of Humanities and Social Sciences of the University of Kelaniya. A pre test was given to test their prior knowledge. A group of 50 students were taught a grammar lesson and vocabulary in a traditional classroom setting. The control group of another 50 students was exposed to a teaching session of grammar and vocabulary using music. Later on, their acquired knowledge was tested through a post test. The results showcase that, if used properly by the facilitator, English songs are an excellent means of cultivating interest and high motivation in the language learning classroom.