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MOTIVATING STUDENTS AT THE LESSONS OF FOREIGN LANGUAGE
BY MEANS OF MUSIC
Abstract
The article deals with the methods for motivating students at foreign language lessons. The authors substantiate the urgency of the use of modern music in order to increase the level of motivation of secondary school students at foreign language studying in accordance with their psycho-physiological characteristics. Tasks with the use of modern English songs are presented in the article. The results of the experiment allowed the authors to justify that the use of modern music means at the lessons of foreign language is an effective way to increase the level of motivation at foreign language studying.
Keywords
motivation, methods for motivating, motivation at foreign language lessons, means of music, secondary school students
AUTHORS
Julia A. Pirverdieva
candidate of Pedagogic Sciences, associate professor, Department of Linguistic and Lingvodidactics, North-Caucasus Federal University 1, Pushkin Street, Stavropol, 355009, Russia E-mail: pirverd@yandex.ru
Darya S. Bityutskaya
graduate student, Department of Linguistic and Lingvodidactics, North-Caucasus Federal University 1, Pushkin Street, Stavropol, 355009, Russia E-mail: b.dasha1994@yandex.ru
MAIN CONTENT OF THE ARTICLE
Nowadays, English has acquired the status of an international language and therefore it is an integral part of modern culture, economy, politics, sport, art, tourism, education and science. Communicative competence is formed by means of a foreign language, which includes both linguistic and sociocultural competences, since without knowledge of the sociocultural background it is impossible to form a communicative competence even within limited limits. Learning a foreign language is a way of forming such a type of a person who is able and willing to participate in intercultural communication.
We emphasize that these days there is a decrease of interest and motivation in learning new languages in schools, which is not favorable for the quality of knowledge. In this aspect, the study of the English language, or rather the very problem of creating motivation and introducing methods to build motivation to learn English is quite relevant.
Obviously, the traditional ways of teaching a foreign language lose their effectiveness in the process of learning, and moreover, they result in a drop in interest in the subjects studied. Among different ways to increase student's motivation to learn a foreign language, modern music is an effective one. Many modern musical compositions contain the cultural component of the country of the target language. However, these compositions are practically not used by teachers as a means of acquaintance with the culture and features of the country of the target language, while teenagers show a genuine interest in the content of songs they listen.
In line with the problem under consideration, it should be noted that there are small number of lesson packages and extra-curricular activities to build motivation to learn a foreign language at school. And since modern music contains authentic texts accessible to a large number of people and it is also the source of the transfer of genuine knowledge about the country of the target language, the need to build student's motivation to learn a foreign language by means of music has been recognized.
The concepts of "motivation" and "motivation formation" investigated in our work are repeatedly considered in the works of such scientists as J. Atkinson (Atkinson, 2015), D. Berline (Berlain, 2016), L.I. Bozovic (Bozhovich, 2015), K. Levin (Levin, 2016) F. Lutens (Lyutens, 2017), D.K. McKeland (Makklelland, 2017), A.K. Markova (Markova, 2016), A. Maslow (Maslou, 2014), G. Olport (Olport, 2012), etc. Despite the difference in approaches, the authors seek to identify factors that cause the activity of the organism and determine the direction of human behavior in their studies. However, in their own works they did not focus on the development of techniques and methods to form motivation to foreign language lessons by means of modern music, which is becoming increasingly important in the educational paradigm of the modern school.
It should be noted that motivation is a process that starts with a physiological or psychological shortage, or a need that activates behavior or creates an incentive aimed at achieving a specific goal or reward (Lyutens, 2017), or in other words, a complex mechanism of the person's correlation with external and internal factors of behavior, which determines the origin, direction, as well as the way of carrying out activities (Bozhovich, 2011).
Considering the modern music as a means of students' motivation building to learn a foreign language, we note that in the context of globalization, it has become an integral part of the life of a modern student. Therefore, the use of the modern music in foreign language lessons is not only a comprehensive solution of educational and developmental tasks of teaching, but it is also the possibility of penetrating into their emotional sphere, which activates the student's interest in the subject.
According to psychologists (I.E. Domogatskaya (Domogatskaya, 2014), E.B. Tesla (Teslya, 2013), etc.), music is one of the most effective ways of memorizing linguistic material, since it is an activity that involves both hemispheres of the brain, which in turn
facilitates the storage of the studied material and, as experience shows, its faster reproduction. This provision is the key in our study.
In addition, the use of songs in the studied language is very relevant: students are immediately involved in the culture of the country of the target language, since children of school age, according to psychologists, are particularly sensitive to foreign culture, and when working with such a unique lingua-cultural material, a good premise is created for the comprehensive development of the student's personality, as specifically selected songs stimulate imaginative thinking and form a good taste.
Considering the foregoing, in the course of our research, a technique was developed for the formation of motivation by means of music on the example of contemporary English songs (Demons by Imagine Dragons, «Symphony» by Clean Bandit (feat. Zara Larsson), Jar of Hearts by Christina Perri, Listen to your heart by Roxette, Hello by Adele, Halleluiah by Alexandra Burke etc).
The methods developed by us, including receptions and techniques of interest and motivation for foreign language lessons, are intended for students of grades 5-9 of general education schools, but it can also be used in junior and senior classes, if change the level of linguistic material to an easier or complex one. The methods are designed for one quarter, each item containing tasks in accordance with the type of speech activity.
The methods of motivation building consist of four sections (categories), each section is named in accordance with the type of speech activity. The methods include tasks using not only listening, but also other types of speech activity (speaking, reading, and writing).
Content of the methods «Listen - sing - speak English»:
1. Listen
2. Listen and speak
3. Listen and read
4. Listen and write
According to the general theory, methodology and didactics of teaching foreign languages, the tasks for the songs were selected in the following sequence: before listening, during listening and tasks after listening. From a variety of English music, songs were selected, the texts of which meet the following requirements: the richness of the songs; songs that stimulate discussion and correspond to the level and age of the students; songs that do not have a lot of information - contain an average volume of text; the performer of the song has a good expression and pronounces the text clearly; lyrics that give the opportunity to develop grammatical and lexical skills, or correspond to the subject of the lesson (Pirverdieva, Bityutskaya, 2018).
Before you start working with the song, you should activate the knowledge associated with the theme of the song. These tasks also allow you to create an atmosphere of communication at the lesson through students' unprepared speech. For example: on the presented photo of the artist of the song - give his brief biography; answer the questions about the knowledge of a particular performer and his repertoire, and talk about the singer's/ group's favorite songs. Also, to introduce students into the situation, you can use such techniques as presentation and description of illustrations suitable for the content of the song, presentation of the video clip of the song with the sound off, providing an opportunity to state your hypothesis regarding the content of the song, writing a short text with separate words from the song, previously selected by the teacher, creation of associograms or intelligence cards in accordance with the topic.
Considering the tasks before listening, we note that they directly relate to tasks that develop reading skills (the category "Listen and read"): changing the text of the stanza or the entire song from separate fragments, filling in the gaps with suitable words, reading fragments of the text before listening, and also making of assumptions about the content of the song.
Here is an example of one of the tasks before listening, namely the intelligence card for the song Rihanna by Clean Bandit feat. Noonie Bao (Figure 1). As an assignment it is suggested to write your associations to words and guess about the approximate content of the song. The name of the song in the center of the card could also be removed and suggested to come up with it together or guess.
FIGURE 1 - INTELLIGENCE CARD FOR THE SONG RIHANNA BY CLEAN BANDIT FEAT.NOONIE BAO
As mentioned earlier, tasks to lyrics are used in accordance with the types of speech activity (listening, reading, writing, speaking), as well as with types of skills (lexical, grammatical).
So, we have developed tasks of forming listening skills (category "Listen"): gap-filling the text of the song while listening (Figure 2), finding the correct sequence of strings or stanzas, adding rhymes, correcting incorrect words and / or word combinations in the text (Figure 3), writing a word from a text of a certain category (for example, writing out all adjectives or verbs in a certain time form, etc. (Figure 4)).
Task. Listen to the audio carefully and fill in the sops Listen to your heart
I know there's_in the_
your smile.
I get a_from the__
_, yea.
You've but that love
Your__of_turns too
REFRAIN: Listen to your heart when he's
Listen to your heart there's.
I don't____and I don't know
why.
But listen to your heart_you telL him
FIGURE 2 - FRAGMENT OF THE TASK OF FORMING LISTENING SKILLS (FILLING THE GAPS IN THE TEXT OF THE SONG WHILE LISTENING)
Task. Put the lines in the correct order
Demons by Imagine Dragons
1. And the saints we see
2. And the cards all fold
3. Are ail made of gold
4. When the days are cold
Key-4,2,1,3
FIGURE 3 - FRAGMENT OF THE TASK OF FORMING LISTENING SKILLS (FINDING THE CORRECT SEQUENCE OF LINES)
Task. Find and write out irregular verbs, write down their other forms. Example: do - did-done.
«Symphony» by Clean Bandit (feat. Zara Larsson)
I've been hearing symphonies Before all I heard was silence A rhapsody for you and me And every melody is timeless Life was stringing me along Then you came and you cut me loose
Was solo singing on iny own Now I can't find the key without you
And now your song is on repeat And I'm dancing on to your heartbeat And when you're gone, I feel incomplete So if you want the truth
FIGURE 4 - FRAGMENT OF THE TASK (WRITING OUT IRREGULAR VERBS FROM THE TEXT)
During the research, we developed the following tasks for fixing the listening results: to play a dialogue between the characters (tasks from the category "Listen and speak"), to pass the testing, to describe the situations, to retell the story of the song, to come up with a rhyme text from the lyrics, as well as grammatical tasks: change the tense forms of verbs (Figure 5), create an illustration or collage to a song, etc. In addition, as a homework, it is suggested to make up a story before the events described in the song, and after the development of events (this task was used to form the skills of written speech, the category "Listen and write").
Task. Change the underlined verbs in the past
Jar of Hearts by Christina Perri
I know I can't take one more step towards you
Don't you know I'm not your ghost anyinore You lost the Love I loved the most
I knew I couldn't take one more step towards you Cause all that's waiting was regret Didn't you know I was not your ghost anymore You lost the Love I loved the most
Key
Been - be - was (were) Heard - hear - heard Came - come - come Cut - cut - cut Was (were) - be - been Find - found - found Gone - go - went Feel - felt - felt
FIGURE 5. - FRAGMENT OF THE GRAMMATICAL TASK FOR FIXING THE RESULTS OF LISTENING
Here is an example of one of the simple tasks for testing the category "Listening" (Figure 6) after listening to the song Count on me by Bruno Mars, which allows you to check the understanding of the received information. Students are proposed to watch and listen to the clip twice, after it they should select the correct answer to the question.
1. Where has the girl stuck?
a) In the middle of the world
b) In the middle of the sea
c) In the middle of the dark
2. What was boy going to do to find her?
a) He was going to sail the world
b) He was going to catch a fish
c) He was going to bring her a flower
3. Where has the girt tost herself?
a) In the room
b) In the wood
c) In the dark
4. For what do they made of?
a) to help each other in need
b) to find each other in the dark
c) to count each other in difficulties
5. What she couldn't do?
a) to drink a coffee
b) to sleep
c) to close her eyes
6. What was he going to do?
a) to come into her room
b) to play the guitar
c) to sing a song
7. What does she always have when she cries?
a) a jacket
b)a hand
c) a shoulder
3. What he would never allow her to
do?
a)to cry
b) to go
c) to find him again
FIGURE 6 - TASKS FOR TESTING (SONG COUNT ON ME BY BRUNO MARS)
On the basis of private methods and with the purpose of providing qualitative transformations in the level of the formation of students' motivation, an experiment was conducted in the 8th classes of the general education school.
Based on the results of the experiment, it was found that the work carried out contributed to an increase in the level of motivation to learn a foreign language, and also provided an obvious positive dynamic in the sphere of verbal and communicative skills. The following diagram shows results before and after our experiment (Figure 7).
LEVEL OF MOTIVATION
□ High level Average level s Low level
80% ____
70% 60% 50% 40%
.✓/////'/J
30%
10% ^_L
0% - ^------ ---I7//////J
Level of motivation before the Level of motivation after the
experiment experiment
FIGURE 7 - THE DIAGRAM (LEVEL OF MOTIVATION)
Thus, the methods of forming motivation to foreign language lessons by means of modern music are one of the effective ways. Also, we emphasize that modern music activates educational activities and leads to the expansion and enrichment of students' vocabulary.
The combination of traditional and innovative educational technologies in teaching, the use of modern music in learning a foreign language, as well as the consideration of individual characteristics of students, not only contributes of the motivation and comprehensive development of students, but also to the formation of motivational, value, cognitive, actionable and emotional-volitional components of children' personality.
In the process of research, such methodological advantages of using means of English music at the lesson are revealed:
1) the songs serve as a means for a more lasting absorption and expansion of the vocabulary;
2) more robust incorporation and activation of grammatical constructions are passed through the paradigm of musical means;
3) songs are an excellent means of improving the skills of foreign pronunciation and the development of a good ear of music;
4) the songs contribute to the aesthetic education of students, the rallying of the collective, the fuller disclosure of the creative abilities;
5) songs are a good stimulus for mono-logical and dialogical utterances.
Given the many aspects of students' motivation described above, it can be argued that the use of modern music is an effective way to increase interest and the level of motivation to foreign language lessons.
Thus, we have established and experimentally proved that the means of modern music is not only a means of familiarizing the culture of that country, a means of firmly mastering and expanding the vocabulary, and a means of achieving the communicative side of the language, but also contain huge potential of motivating school students at the lessons of a foreign language.
As our research has shown, work at various stages in this direction can be continued. The methods of using modern music in order to increase the motivation at the lessons of foreign language can be included in the teaching methods provided by the curriculum. Schoolchildren have certain musical preferences and basically it is modern English music, so the introduction of the methods into the school curriculum for teaching a foreign language can prove to be a very effective tool.
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