The Influence Of Songs On Language Learning

English as an international language is used and taught in many countries over the world include Vietnam. Teaching and learning English have become a demanding task for Vietnamese education. According to McKay (2006), young learners are children who are aproximately five to twelve year of ages. Although young learners have a limited attention than aldult, young learners are easily motivated in learning language if teacher gives them the interesting activities (Ur, 1999). The language learning approaches use to teach young learners best through discovery, experimentation (Tavil&Isigag, 2009). Children want to play, have fun, and make friends so they are going to learn from whatever around them relatively quickly. Therefore, the learning and

When the words are repeated several times, they are easily memorized. Moreover, one of inherent characteristics of songs is that they are learned by heart, leading to children’s linguistic development. Similarly, Kramer (2001) and Nuessel and Cicogna (1991) believe that learners can understand vocabulary and grammar in a context where songs serve as a sort of comprehensible input. Booth (2001) says that children can be introduced to new vocabulary, word patterns, word sequences, and phonemes through repetitions in songs. With regard to the effect of songs on language learning, several studies have illustrated that teaching different aspects of a language utilizing songs might facilitate the process of language learning in the classroom (Ayotte, 2004; Fischler, 2006; Fisher, 2001; Neumam, 2004; Ransdell & Gilroy, 2001; Schon, Magne & Besson, 2008; Sloboda, 1990). Futhermore, Zhang, Wang, & Wu (2011) have conducted on the impacts of music and songs on the process of brain activities during the learning process and the results have revealed that melody and songs can project the process of language learning in particular and learning in general (Jones, 2010; Ozment & Gurgen, 2010; Peterson & Thaut, 2006; Wallace, 1994). Eventually, some works have been conducted on the gender differences in music education (Gaab,

Keshta.A.S (2013) refers to “storytelling is uniquely a human experience that enables us to convey, through the language of words, aspects of ourselves and others, and the worlds, real or imagined, that we inhabit. Stories enable us to come to know these worlds and our place in them given that we are all, to some degree, constituted by stories: Stories about ourselves, our families, friends and colleagues, our communities, our cultures, our place in history.” According to Brno (2011), “storytelling is a great way how to encourage young learners of English language to be actively participated in the process of learning a foreign language. Stories provide the things that are familiar to children and therefore storytelling is a useful way how to introduce new things in the context which is well-known for children. If there is a topic which is hard to explain to children we can integrate the topic to a story. This particular example of the topic, the introduction and solution of the problem might help children to visualize the problem and understand the topic better”. Hui-Ling Huang (2006) study on the effects of contextualized storytelling as a teacher intervention on EFL young readers’ reading comprehension and word recall suggests that by means of storytelling, it would be a better intervention than Dual-code Model in EFL reading and word retention. Elaf. S.