INTRODUCTION
Good morning everybody, to our professor Ma’am Dang, Good morning Ma’am.
We, the group 6 will discuss the Chapter 6- Teaching Grammar Through Songs and Poems.
And I, as the first discussant will discuss about the introduction of this chapter, definition of songs and poems and the
history of integration of songs and poems in teaching grammar.
DEFINITION OF SONG
Songs are a fantastic and culturally rich tool for language learning. They can help students improve their listening,
speaking, reading, and writing skills. Additionally, songs are great for teaching various language aspects like sentence
structure, vocabulary, pronunciation, rhythm, and different parts of speech such as adjectives, verbs, and adverbs.
DEFINITION OF POEMS
Poems, like songs, are great for teaching grammar in context. Since poetry is often spoken and repeated, it helps
students practice specific grammar rules. By working with poems, students can internalize grammatical structures more
effectively through repetition and reflection.
ANCIENT TIMES
Greek and Roman educators used poetry to teach language, including grammar. The rhythmic and repetitive nature of
poetry made it easier for students to memorize and understand grammatical structures.
MIDIEVAL AGES
During medieval ages specially in Medieval Europe, Songs and hymns played a crucial role in their education, particularly
in monastic schools. They were used not only for religious teachings but also as effective tools for teaching Latin
grammar and syntax.
RENAISSANCE
During the Renaissance, there was a renewed focus on classical education, which brought about a revival in the use of
poetry and songs as educational tools. Educators such as Erasmus advocated for the use of classical texts, including
poems. These texts were valued for their linguistic richness and served as effective means to cultivate language skills
through study and imitation of classical forms and styles.
18TH AND 19TH CENTURIES
During 18th and 19th Century, In grammar schools, especially in England, poetry held a central place in the curriculum.
Students didn't just study grammar; during that time, historians believe that students immersed themselves in poetic
texts, learning the intricacies of language through memorization and analysis of verses. During this period, poetry wasn't
just a subject; it was a doorway into understanding grammar's rules and nuances, transforming learning into a creative
and memorable experience.
20th CENTURY
During the progressive education movement, there was a move towards more innovative teaching methods.
Songs and poems gained popularity as effective tools for teaching grammar, particularly in primary education.
These creative approaches made learning grammar engaging and memorable for young learners.
Mid-20th Century: The rise of language teaching methodologies such as the Audio-Lingual Method brought
about a new era for using songs as educational tools. They became widely adopted for teaching grammar
through repetition and drilling. This method emphasized listening and speaking skills, leveraging the rhythmic
and repetitive nature of songs to reinforce grammatical structures effectively.
LATE 20TH AND EARLY 21ST CENTURIES
When we say, Communicative Language Teaching (CLT), It emphasizes on real-life communication, and it
frequently integrates songs and poems to teach grammar within meaningful contexts. By using songs and
poems, learners can grasp grammatical structures more naturally, as these forms mirror authentic language
usage with their rhythm and flow.
In parallel, technological advancements have revolutionized language learning. Multimedia and digital tools
now make it simpler to incorporate songs and poems into educational settings. Online platforms and educational
software often leverage these artistic elements to enhance grammar instruction, making learning more engaging
and accessible to learners worldwide.
MODERN APPROACHES
Task-Based Learning (TBL) focuses on engaging students in real-world tasks that require the use of language
authentically. In this approach, contemporary songs and poems are valuable resources for teaching grammar in
context. Rather than memorizing rules , students learn grammar through tasks. Examples are: involve listening
to lyrics, analyzing language use, and discussing meanings. For example, students might analyze song lyrics to
understand verb tenses or sentence structures, linking grammar directly to meaningful communication tasks.
Moreover, songs and poems serve as cultural artifacts that go beyond grammar instruction. They introduce
students to cultural nuances, idiomatic expressions, and contextual usage of language. For instance, a song from
a particular culture might not only teach vocabulary and grammar but also expose learners to the cultural
context and emotional depth embedded in the lyrics. This integration of culture enhances language learning by
making it more holistic and relevant to real-life communication.
