| In a previous article post, I talked about using music, | | | | facility waiting areas. Instrumentals frequently have a |
| from Mozart to enhance learning. Now, in response to | | | | soothing effect on most listeners too. If you're in a |
| reader comments, I'd like to expound on what areas | | | | "fast food" type of eatery that relies on volume sales |
| music helps, and how it could be used with elementary | | | | for profits, you can almost bet that if they play music it |
| school age children who are English Language | | | | will be quick-tempo ("Hurry-up") beat to subtly aid you |
| Learners. When it comes to using music in TESOL, | | | | in finishing your food in short order. On the other side |
| English as a foreign or second language teaching and | | | | of the ledger, a strong, throbbing rhythmic beat that |
| learning, there are several viable options that can be | | | | drives you to motion and action is the forte of |
| applied depending on the purpose of the lesson, the | | | | nightclubs and discos worldwide. The louder the music |
| facilities you may have available, your learners' ages | | | | beats (to help in overwhelming competing thoughts and |
| and profiles. Let's briefly look at the rationale behind | | | | feeling), the more bass and entrancing, the better. |
| using music as a motivational tool in addition to some | | | | In the Language Learning Classroom |
| useful possibilities. | | | | What is it we'd like to convey using music in the English |
| Background Music | | | | language learning classroom? |
| Have you noticed that music is often used to control | | | | According to research, one critical purpose of music is |
| or affect our moods while we are in a variety of public | | | | to aid in lowering the Affective Filter of language |
| and commercial locations? Pay attention next time | | | | learners. (Krashen-Terrell, 1983) By lowering the |
| you're at the mall, in a medical or dental practitioner's | | | | learners' Affective Filter we can actually:o Encourage |
| office or clinic, in a restaurant or eatery, walking | | | | input, that is, improve the ease with which new |
| through strip malls or shopping districts, in an executive | | | | language elements and information are learned or |
| waiting area, in many commercial office settings, in | | | | acquiredo Improve motivation and positive self-image |
| elevators (the origin of elevator music) even "on hold" | | | | Given two learners with the exact same input or |
| with a utility service, 800 number or the like. Likely you'll | | | | lesson, for instance, the one with the lower affective |
| find yourself almost inadvertently listening to music. This | | | | filter will acquire or learn more according to the |
| is definitely no accident. Why? Because a multitude of | | | | Affective Filter Hypothesis mentioned previously. This |
| studies has shown that the public can generally be | | | | strongly implies that by exercising some control over |
| "controlled" or at least influenced to some extent by | | | | the learners' classroom environment, we can in effect, |
| listening to certain types of music under certain types | | | | help them to learn more and learn better. This can be |
| of circumstances. The company, Muzak, made millions | | | | especially true with young learners. The how and why |
| based on this concept. | | | | of this fact are truly fascinating. |
| How Does Music Make You Feel? | | | | In my next article post, we'll continue with ways music |
| Think for a few moments, about how different types | | | | can be employed in the English language learning |
| music make you feel. When you hear classical, for | | | | classroom, useful activities in EFL or with English |
| example, how do you feel? Excited, anxious or relaxed | | | | language learners. What kinds and genres of music |
| and calmed? How about Rock music? Do you have | | | | might prove to be helpful and some free (I'll bet your |
| the urge to relax then? Probably not. When you listen | | | | budget's tight) sources for music to use in your class |
| to smooth Jazz, do you "mellow out"? You do, huh? | | | | room with your language learners, regardless of the |
| Guess why that's what's playing in medical and dental | | | | ages or profiles. |