1.3 Purpose: to solve the problems through songs and
games
Often, English language teachers adopt various languages
teaching methodologies e.g. Audio Lingual Method, Direct Method,
Grammar-Translation Method, Community Language Learning, Natural Approach,
Total Physical Responses, Communicative Approach, etc. But what is more
important for teachers is to know what the most appropriate approach to
teaching the language in that particular environment is and what activities are
suitable for a given group of learners. In most cases, teachers in Senegal are
worried about how to teach the students to improve their level of proficiency
in English language. So, the problem for many teachers is how to develop
genuine interest among students to continue to learn and use English once the
examination is over. Consequently, they should realize that they need to find
creative ways to teach the language and increase the students' motivation to
learn the language effectively and to eventually appreciate it.
It is imperative to any language rules tip. Songs are one of
the most charming and ethnically prosperous resources that the teachers can
easily use in verbal communication classrooms. Songs propose a change from
habitual classroom actions. They are valuable resources to expand students'
abilities in listening, speaking, reading, and writing. They can also be
exercises to teach a variety of language matters such as sentence patterns,
vocabulary, pronunciation, rhythm, adjectives, and adverbs. Learning English in
the course of songs also affords a non-threatening ambiance for students, who
usually are tense when speaking English in an official classroom location.
Songs also give new insights into the objective traditions. They are the means
in the course of which educational topics are presented successfully. While
they supply genuine texts, they are inspiring. Prosodic features of the
language such as stress, rhythm, intonation are presented through songs, thus
from side to side using them the language, which is cut up into sequences of
structural points, becomes an entire once more. There are many advantages of
using songs in the classroom. Through using modern trendy songs, which
youngsters well know, the teacher can meet the challenges of the teenage needs
in the classroom. Because songs are extremely unforgettable and motivating, in
many forms they may comprise an influential subculture with their own rituals.
Furthermore, through using customary folk songs the support of the learners'
knowledge of the target culture can be broadened. Appropriately, chosen
traditional folk songs have the twofold encouraging assault of beautiful tunes
and appealing stories, in addition for many students- the added component of
originality. Most songs, especially folk songs, go after a frequently
repetitive verse form, with rhyme, and have a series of other discourse
features, which make them easy to follow. In consequence, if preferred
appropriately and adopted cautiously, a teacher should benefit from songs in
all phases of teaching grammar. Songs may both be used for the presentation or
the perform phase of the grammar class. They may support widespread and
concentrated listening, and inspire resourcefulness and use of imagination in
an undisturbed classroom ambiance. Whereas selecting a song the teacher should
take the age, interests of the learners and the language being used in the song
into deliberation. To improve learner commitment, it is also advantageous to
allow learners to take part in the selection of the songs. The latest concern
of the foreign language teachers is to make the children use the language
communicatively. After the realization of communicative competence, activities,
or techniques that are task-oriented and that guide children to use the
language imaginatively have gained significance.
Games and problem-solving activities, which are task-based and
have a purpose beyond the production of accurate speech, are the examples of
the most preferable communicative activities. Such activities highlight not
only the competence but also the performance of the learner. Nonetheless, they
are the indispensable parts of a grammar lesson, since they reinforce a
form-discourse match. In such activities, the attention is on the discourse
context. Both games and problem-solving activities have a purpose. Games are
organized according to rules, and they are enjoyable. Most games require choral
responses or group works, whereas problem-solving activities (though they are
structured) require individual response and creative solutions. Games and
problem-solving activities are generally used after the presentation, in the
practice part, because such communicative tasks can only be handled after
mastering sufficient grammar and lexical points. Through well-planned games,
learners can put into practice and internalize vocabulary, grammar, and
structures extensively. Play and competition that are provided by games enhance
the motivation of the young learners. They also reduce the stress in the
classroom. At the same time as playing games, the learners' attention is on the
message, not on the language.
Verbal communication games are an influential means of
livening up the lessons and scattering tediousness, which frequently results
from drills. Language games, like songs, must be constructed in such a way that
they give linguistic practice in imperative constructions. Each game must have
an extraordinary aim and the educator must be conscious of what meticulous
cleverness is practiced through a scrupulous game.
In the English language classroom this is more appropriate to
create songs and-games because the explanations are given in another language
that requires even more effort by the students to comprehend than their own
mother language. Then using songs and games in a well-planned lesson is
essential. The teacher must be creative and flexible. Depending on the nature
of the class and the students' levels, the dynamics of the class must be
appropriate. Some students at the advanced level, a little above what they
already know have been observed. They are energetic. But sometimes when they
don't understand, teachers have to change mechanism and think of another way as
not to lose the energy of the class. Some students who are not energetic at all
have also been observed. The lessons must be simple, and interesting, with a
lot of changes from a writing exercise, to a speaking session, then to a
listening practice, again back to writing, and so on, all in the same class. If
the students' span of attention and levels are lower, they usually don't like
to take in something a bit challenging. But students who enjoy challenging
materials will try harder to understand some things on their own. Rightly
instructed students when they face with something they do not understand, will
say, «I think I know what the teacher means, I'll give it a try»,
instead of «I didn't understand, I can't possibly start this on my
own.»
Another important aspect of improving the intrinsic motivation
of students is to be a caring teacher. Although guidelines and rules must be
set and understood by the students, and if they cross the guidelines a
punishment will follow, the teacher must be caring approachable, and
understanding.
Teachers must be kind and helpful to the students, and be
patient when they don't understand. There are some teachers, who conduct their
classes very strictly, almost as a sort of dictator in class. The teacher gets
upset when it appears that the students don't understand what is taught in the
class. A caring teacher tries to develop a relationship with the students. If
the teacher sees potential in all students, and communicates this well to the
students, they will in return build a desire to learn and participate. When the
students realize that teacher is not going to get angry, s/he is being nice and
understanding, and the reason they are trying so hard is because it is
important to them that their students learn and do well. A teacher's positive
energy could lead to the students becoming more motivated. If the students see
that the teacher is happy to be in the classroom and excited to teach them,
then the students can learn by example. A smile is contagious. Positive
attitude is a must for successful learning atmosphere. To promote
self-confidence, it helps if the teacher is self-confident. Positive approval
and appreciation of student efforts is very effective, even if the student is
wrong. Let the student know that the teacher is glad, they tried and being
wrong or making mistakes is not such a big problem, and the students won't be
so reluctant the next time when they are called on to participate. Positive
energy affirmation and a belief in the student's ability develop a comfortable
atmosphere for the students in the classroom
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