The impact of songs and games in english language teaching

Conclusion

Although the communicative approach has become the mainstream in language teaching we notice that students are very positive recipients of knowledge meaning that they are only a minimal role in the selection of learning materials and teaching methodologies. Therefore teachers should allow students to take in developing material development through existing materials.

We have to acknowledge that today teachers as well as students are truly lucky with the globalisation and the information high way from which every body can benefit. This conception of education is now overshadowed by the notion that it is about developing skills for accessing and progressing information. That is to say that the teacher must always be learning to update his or her knowledge and keep his or her role of monitor.

It is clear that the promotion of English language can be improved especially in Senegal where in most secondary schools there are English clubs in which songs and games are performed. Such activities provide meaningful and enjoyable language practise and they encourage the learners to explore the wonderful world of English language through songs and games.

Basically, Game is one of the fundamental learning activities and not only in studying foreign languages. Classes for adults which contain games and competitions, elements of team guessing are so refreshing and best to practice skills of communicating. Besides, songs and games give students a lot of positive emotions and this is also a basic tool in studies. Games are serious devices by which we can create an interesting activity. Students learn the grammar items without knowing that they are learning. Moreover it encourages their participation.

We must admit in this respect that well-chosen songs and games are really invaluable as they give the students the opportunities to practise language skills. Today it is shown that songs and games in English Language Teaching are highly motivating and play a paramount role as they can be used to give practice in all language skills and be used to practise many types of real life communication. According to researchers; students in the 4^th form get anxious when learning a foreign language.

A game can help them forget they are learning and enjoy the experience while enhancing in a quickly and efficient way their knowledge and competences.

As demonstrated, the three theoretical reasons are all intertwined and help to demonstrate the value of using songs in the classroom. The next step in the procedure is to successfully integrate the songs into a language lesson. Because of the Internet, access to music, lyrics, and activities has been simplified which makes it easy for the teacher to effectively use songs in the classroom

Bibliography

Ø Hadfield J. (1984) Elementary communicative Games; Suray; Nelson 4

Ø Krause S.D (1988); Principles and Practices in Second Language Acquisition; oxford; oxford university Press

Ø Wilgo M. Rivers (1987) Interactive Language Teaching; Cambridge University Press

ü Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36, 8-11, 21

ü Monreal, M. E. (1982). How I use songs. English Teaching Forum, 20, 44-45

v KAMA Boubacar (2005 2006) Teaching English to beginners through songs and games, Fastef, Dakar Senegal

v NDOYE Mareme (2005 2006) Teaching English through songs and games in beginner classes, Fastef, Dakar Senegal

o http://www.marks-english-school.com/games.html

o http://a4esl.org/a/c3.html

o http://www.manythings.org/vocabulary/