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Listening through music

This website is an approach for helping students in their daily life communication. There are a lot of videos classified by levels (beginning, low intermediate, intermedite, high intermediate and advanced) in which we can find a great variety of videos such as interviews, songs, day to day situations, advertisements and so on.

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We consider it is a good way to improve childrens daily life communication in in a foreign language (BICS), and they can check their own understanding of the video through some test questions on the right of the webpage in each video.

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ESL Vido Network assures that the quiz activities have been created by teachers... Cast doubts on it.

This website is a nice approach to help children with a foreign language. It is based on filling in the missing words while artists are singing songs. These missing words are removed randomly each time, this means, that they don´t suite a specific purpose.

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The webpage is very easy to use and you can choose from different genres the music you want to play. In addition, you can choose from different levels to practice (begginer, intermediate, advanced and expert), the only difference is the quantity of words missing.

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You can find songs to practice in six languages: English, Spanish, French, Italian, German, and Dutch.

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Listening through music provides a stimulating learning way which encourages children to provide a change from traditional classroom routines. In addition, music helps students to enhance cognitive skills, and also different 'skills' in a creative and innovative way. Students can improve the creativity mentioned before developing their own songs and lyrics.

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According to Krashen (1985), optimal learning is impacted by emotional non-linguistic variables such as fear or anxiety. These affective filters serve as a screen to block comprehensible input by preventing information about the second language. However, music leads students to a positive attitude about learning. Music is a great way to create a relaxing atmosphere to minimize the affective filter.

 

Sariscoban and Metin (2000) pointed out that songs can develop the four skill areas of reading, listening, writing and speaking.

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References

  • Krashen, S. (1985). The Input Hypothesis. Issues and Implications. United Kingdom: Longman Group.

  • Saricoban, A. & Metin, E. (2000). Songs, Verse and Games for Teaching Grammar. The Internet TESL Journal, 7(2).

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