European International Journal of Multidisciplinary Research
and Management Studies
8
https://eipublication.com/index.php/eijmrms
TYPE
Original Research
PAGE NO.
13-15
DOI
OPEN ACCESS
SUBMITED
21 April 2025
ACCEPTED
17 May 2025
PUBLISHED
19 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Use Of Songs As A
Linguistic And Didactic
Tool In Foreign Language
Lessons
Kurbanova Nazira Nizomiddinovna
Termez University of Economics and Service Lecturer of the Department
of “Pedagogy and Psychology”
, Uzbekistan
Abstract:
This article is devoted to the problem of using
songs in foreign language lessons as a linguistic and
didactic tool. The article reveals the essence of
songwriting as a speech material and as a means of
intercultural interaction. The features of the formation
of linguistic, speech and communicative competencies
in the process of using songs in a foreign language
lesson are considered, the specifics of the formation of
speech skills in English lessons through song material
are noted, the differences between songs and ordinary
texts of different orientation are revealed. The article
substantiates the reasons for the need to introduce
song material into the content of English language
teaching at various stages, as well as the possible
results of teaching students English on this material;
from a linguistic and cultural perspective, the article
examines the educational potential of song material,
compares it with other forms of artistic expression, and
provides a rationale for the usefulness of learning
English folk songs.
Keywords:
Speech skills, song material, intercultural
interaction, listening.
Introduction:
The problem of using song material in
English lessons is studied not only on the linguistic and
didactic, but also on the cultural levels. The song, along
with fiction, painting, theater and cinema, is able to
introduce students to foreign language forms of culture
[1]. Acquaintance with a foreign language culture
begins with a language that conveys the main features
of this culture and is its active translator. However,
language, in turn, is expressed in special forms of folk
art [2]. A song is poetry clothed in live music, and the
combination of two pillars of culture - artistic words
European International Journal of Multidisciplinary Research
and Management Studies
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https://eipublication.com/index.php/eijmrms
European International Journal of Multidisciplinary Research and Management Studies
and music - has a huge linguistic and didactic potential.
Therefore, a lot of attention is paid to song material in
the methodology of teaching English [3]. Music plays a
huge role in teaching, affecting the emotional
component of activating educational and cognitive
activity, the artistic word instills a love for learning a
foreign language, as it fosters a craving for another
culture, for its features and secrets. The song absorbs
all the didactic power of both music and artistic words,
and therefore is characterized by a more tangible
linguistic and didactic potential.
The song makes a great contribution to the cultural
enrichment of students based on the study of linguistic
phenomena. The song material, affecting, first of all,
the emotional side of the personality, makes it more
attentive to the language being studied, to the culture
it translates[4]. The song is able to open one of these
paths for the student, satisfy personal curiosity and at
the same time solve educational problems [5]. Song
material is effectively introduced into the learning
system. Teaching English based on song material is
associated with separate mandatory requirements for
such training. The texts of English songs should be
analyzed for compliance with the educational tasks that
are being solved at this stage, both from linguistic and
cultural perspectives. The song should be accessible to
perception, should be easy to learn. The regular use of
songs as linguistic and didactic tools increases
motivation to learn English, to master a truly beautiful
English speech. At the same time, songwriting
contributes to the formation of conditions for
intercultural
communication.
When
they
get
acquainted with English songs, non-native speakers
usually show a keen interest in songwriting, wish to join
the latter, participate in festivals, round dances. The
English song becomes the very educational core
underlying teaching at all stages [7]. Not only listening,
but also singing should be included in the English
language
curriculum.
Together,
listening
and
performing create educational potential, contributing
to the formation of appropriate linguistic, speech,
intercultural and communication competencies.
Listening is one of the first stages in the perception of
song material. Listening can be passive (localized) or
active. In the second case, listening becomes essentially
listening. During passive listening, the student gets
acquainted with the rhythm, language design, but does
not delve into the essence and linguistic phenomena,
as well as into the content and emotional basis. Passive
listening mainly serves short-term memory and does
not contribute to the holistic perception of speech
material. During passive listening, attention is mainly
paid to the musical accompaniment, the student does
not listen to the words of the song.
When listening, appropriate preparation for the holistic
perception of the song is necessary. Since textual
material is important when teaching a language,
students should be prepared specifically for the
perception of the words of a song. It is advisable to pay
attention to vocabulary, grammatical phenomena, at
more advanced stages - to the melody of words and
rhymes. Listening is a very effective tool for learning
new vocabulary, new grammatical phenomena in the
language. At the same time, listening indirectly helps to
assimilate the phonetic side of Russian speech. The
emotionality and expressiveness of the song form
additional conditions for such assimilation. Listening to
English songs alone is not enough for effective work on
speech development - it is also necessary to introduce
foreign speakers to the performance process [8]. The
performance (singing directly) performs the function of
teaching the correct orthoepic and intonation design of
speech, promotes the development of pronunciation
skills. The formation of pronunciation skills is
associated with the formation of an appropriate
pronunciation culture, which results from a
combination of two processes: articulation and
intonation [9]. Therefore, it is recommended that you
repeat the songs multiple times. At the same time, the
principles of variation should be applied and students
should be offered both choral and solo performances
[10]. As a linguistic and didactic tool, the song helps to
consolidate and assimilate grammatical material. In
addition, the song helps to consolidate the vocabulary
of the English language. New words and phrases always
appear in the songs, which adds to the vocabulary of
students. Vocal works often contain proper names and
geographical names. All this contributes to the
formation of a linguistic sense, the actualization of
linguistic and cultural material. The songs immerse
students in the culture of the English people, in their
customs and traditions. In this sense, students develop
intercultural relations and establish intercultural
dialogue.
However, from a linguistic and didactic point of view,
the song is considered as an educational text from
which the student draws not only cultural, but also
linguistic information. The main task of productive
work on the lyrics of a song is the formation of the skill
of communicative display of meanings, the formation
of an incentive for speech activity. Students from
abroad are most attracted to songs that contain
dialogues. Dialogical speech is the main goal of teaching
English, the ability to speak in a communicative and
socio-cultural space is regarded as the highest degree
of language proficiency. At the same time, students
may be attracted to simple songs that carry a moral
burden.Rock is more difficult for students to perceive,
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
therefore, such songs should be introduced into the
programs that would be accessible for full perception.
The song repertoire should not be limited to English
folk songs, although such a song has a special cultural
value. You should also not introduce songs with too fast
a tempo into the program material. Slow and calm
songs are more conducive to solving the educational
and methodological tasks that teachers face. Using
songs in English lessons is a very productive educational
process, but at the same time it requires a careful
approach to preparation and organization. Students
should also be encouraged to work independently on
listening, which consists in purposefully listening to
songs during extracurricular time. The selection of the
content of the song material, methods and techniques
of its actualization in English lessons remains the most
important educational task, solving which, the teacher
assumes responsibility for the productive assimilation
of relevant language knowledge by students, for the
formation of their required speech skills and
communicative competencies.
The learning process can be effective if the song
material is chosen correctly, if conditions are created
for the full perception of the latter by all students. But
it is also necessary to remember about the individually
differentiating approach, which requires taking into
account many factors that influence the successful
assimilation of language material and familiarization
with English speech.
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