How to Get Your EFL Learners to LOVE English Class

How Do Your EFL Learners Feel?
How do your English as a foreign language learners feel about coming to English class? Do they look forward to it because they know, “We’re going to do all kinds of interesting things in English class” or do they arrive late, and then want to leave English classes early?
You can snap them out of their “dread” of foreign language learning with a few simple adjustments to your English or other foreign language classes.

Here are five easily-implemented suggestions to approach doing so.

Use Drama
In any of its many forms, drama can enrich and enliven an English as a foreign language class like almost nothing else. There are a generous number of choices available to accomplish this from skits demonstrating monologues and soliloquy to pair dialogues and beyond. The dramatic forms do not have to be elaborate or lengthy to serve multiple purposes.

Incorporate the Use of Music and Songs
Always a favorite with my learners, using music in a broad spectrum of ways in the English language learning classroom is never a wasted effort. Music, in fact, is highly effective in stimulation of learning and intelligence in several proven ways. You can use music in the background, before a shift in lesson stages, to “time” exercises and activities, among a score of others. Don’t forget to include at least two or three popular songs during the course of a semester with you EFL groups as well.

Play Games
If you’re waiting for your learners to say, “We don’t want to play a game in English class, teacher” you’re in for a very long wait. Language learners of all levels, ages and ability just love to play games. What kinds of games? You name it. From the simplest form of TIC-TAC-TOE to a vast array of puzzles, vocabulary and TPR dynamic activities, your EFL learners will likely respond very well to strategically-placed games during the course of class sessions.

Show Videos and Movie Clips
Now if your English language learners are anything at all like mine, they have quite a visual type of learning style. Great! Because this means that you can use videos and short clips from popular movies to illustrate language, vocabulary and grammar in context. This is not only “painless” for the language learners, but they actually encourage and receive “lessons” from watching a video or movie clip better than a straight forward lecture. There are numerous films and film clusters that you’ll find useful no matter where you teach.

Tell a Story
To garner the rapt attention of virtually any group of English language learners, try telling them a good story. What? You say you don’t know or have any good stories? Are you kidding me? They’re all around you in the form of fables, fairy tales, literature and even the news. Try twisting a commonly-know tale with a different surprise ending. Let your learners shift and shape a familiar fable or folk tale. Use stories to illustrate grammar and vocabulary in context. The possibilities are limited only by the limits of your (and the EFL or other foreign language learners) imagination.

Snap Them Out of Their “Dread”
Snap your EFL learners out of their “dread” of foreign language learning by trying out some of these suggested activities. Include two or three in your English classes during the course of a semester, period or school year and watch as their interest and participation start to mount steadily. Soon your EFL learners will be saying, “We’re doing all kinds of interesting things in English class”. They’ll start arriving in classes early and you’ll have to boot them out the door at the end of classes. Now won’t that be a pleasant change?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com

Music, Sound and Brainwave Activity: Using Music for English or Foreign Language Learning

Music, Sound and Brainwave Activity
Scientists have discovered that there is a definite relationship between brain wave activity, visual stimulation (light) and auditory or sound input. (Kandel, Schwartz, Jessel 1985) That is to say in part, that sound – in this case music – can be used to alter or control the state of activity in the brain. For the English or foreign language teacher, this means that we can induce a more relaxed, receptive state of input acquisition in our learners using music. Communication between the brain’s millions of nerve cells can be registered by measuring the frequency of these electrical impulses. Researcher Gray Walter discovered in the 1940s brainwave activity tends to mirror visual or auditory frequencies most particularly in the Alpha and Theta brain wave ranges.

To better understand this phenomena and its relationship to learning, first let us look at the four principal frequency ranges of the human brain, Beta, Alpha, Theta and Delta.

The Four Brain Wave Types
Brain wave patterns are determined by the frequency of their oscillations. Each range of brain wave activity can be associated with a particular mental state.

Beta
From 15 to 30 Hertz (oscillations per second is called Hertz) characterizes a brain in the normal, conscious state actively problem-solving, thinking or otherwise consciously involved with your environment. You are in this state right now while you are reading this. (I hope!)

Alpha
From nine to 14 hertz is the Alpha range during which your brain activity is slowed down from the Beta state. You’re calm, relaxed and peaceful. This is also the beginning of the brain’s most creative states just below active consciousness and entry into the brain’s meditative states.

Theta
At four to eight hertz, you have deepened your relaxed, meditative state. Memories from long ago, dreamlike images and fantasy begin to flow in this state. You are almost, but not quite asleep. One of the most extraordinary states of consciousness, it’s also known as the “twilight” sleep you briefly experience upon awakening or just before drifting off into a deep sleep. In the Theta state we can also be receptive to input beyond our normal conscious awareness. It is widely believed that a state of Theta meditation stimulates intuition and activates extra-sensory perception.

Delta
From one to three hertz or oscillations per second, this is normally the slowest of brain wave activity that occurs during a deep, dreamless state of sleep or a very deep state meditation in some cases.

Considering this, when we can induce a more relaxed or receptive state in our learners, they are better able to successfully mentally input, process and retain whatever information, i.e., learning, that we provide. This can well be especially true of language-related input which is seated in the brain’s left hemisphere and cross-linked through the Corpus Callosum to the right hemisphere where music and rhythmic abilities are seated. This essential cross-link dramatically aids in both acquisition and retention.

Application in Teaching and Learning Practice

Try teaching a grammar lesson or segment while playing a soft Mozart selection in the background at a low but recognizable volume. Have the learners practice dialogues with low-volume vocals playing at the same time. Use a song in an unrelated foreign language to “time” a mill or mingle activity. Try having the learners complete a concept-checking or other written exercise while giving them the interval it takes to play musical selection all the way through. Even if they balk at first, they’ll adjust without further complaint within a month of your first using these processes. Within a semester, the learners will be complaining if you DON’T use music with their learning activities.

Using these techniques, the learners’ motivation will rise, overall learning should improve, your English or foreign language learners most likely will be happier and so, my dear pedagogue, will you.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content and photos or images for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? E-mail the author for a prompt response.

Using Music as a Matrix for English or Foreign Language Learning and Recall

Music to Soothe the “Savage” Learner


“Alex” leaned back in his seat, closed his eyes and let the sounds take him. At times he would hum softly. Other times his head would move in a distinctive rhythmic pattern. No question about it, music was his life. It could also be a way to reach him and teach him English like almost nothing else could.

If you find that most of your learners have a high musical tolerance you’re not alone. Not only that, but did you know that learners can be “programmed”, so to speak, to improve their mental function in a classroom using a musical background environment?

Graphic: The main areas of the brain: brain stem, cerebellum and the four lobes of the cerebral hemisphere: frontal lobe, temporal lobe, parietal lobe and the occipital lobe (from R.P. Lehr Jr., http://www.neuroskills.com/index.html)

Types of Music
You probably don’t need me to tell you that all music is not created equal. That being the case, there are both “good” and “bad” types of music that can be employed in an EFL or foreign language teaching and learning setting. First, some “positive” music types useful in lowering learner Affective Filters (Krashen-Terrell, 1983).

• Classical – a cornucopia f musical selections by the likes of Brahms, Beethoven, Mozart, et al can be highly effective when used as background music for learners

• Instrumentals – with the obvious exception of heavy percussion, extensive trumpeting or marching music, instrumentals can be highly useful in the language learning classroom

• Jazz – no matter how much they might pooh-pooh it at first, carefully selected Jazz instrumentals are not only highly effective, but the learners often like them as well The exclamation, “THAT?S jazz?” is a frequent one in some of my classes. Learners often don’t realize the breadth and range of musical genres outside of their normal listening venues

• Foreign Language Vocals – another useful musical background venue is playing background music vocals in a language unknown to the learners. Try using Hindi vocals with European learners or Chinese ones with Latin American learners, Portuguese and French vocals can work well with North American, Asian and other language group learners too

Types to Avoid
However, in addition to music types which have proven to be useful, there are those which may tend at times to work against what you are trying to achieve. Some possibly “negative” music types tend to include:

• L1 vocal songs – the last thing you want in most cases, is to use music and songs in the learners’ first language. Why? Because they’ll simply code switch into their L1 without any effort at thinking or functioning in English or the foreign language you’re trying to get them to work in

• English vocal songs – if you’re using musical background, songs in English, even if you’re teaching English, may at first be disorienting or confusing. You want to use an Affective Filter lowering matrix, not generate a sing-along

• Heavy Metal music, Hard Rock music, Trance – while music of these genres maybe pleasant or interesting to some of the learners, it is often not conducive to a positive learning environment. Not necessarily all of it is so, but a generous amount of screening may be called for to get a series of musical selections that are suitable for your purposes. The effort to screen lyrics and music are frequently not worth the hours I have to spend in advance to do it so I just avoid these genres in favor of easier ones to set up

• Reggae, Rap, Hip-Hop, etc. – Again, music from these genres may not help to produce the desired classroom effects with using music as a background matrix for English or foreign language learning. This though, may well depend on where you and your learners are

In the next segment of this theme, we’ll consider some useful requisites for selecting music and genres that will promote foreign language acquisition in the English language learning environment. We’ll examine the use of music and its effects and exactly how music influences the brain functions in language learning and acquisition. Watch for "Music, Sound and Brainwave Activity: Using Music for English or Foreign Language Learning" coming soon.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content and photos or images for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? E-mail the author for a prompt response.

You Call THAT Music?

You Call THAT Music?
Using Music to Teach English as a Foreign or Second Language

You Call THAT Music?

“What are you listening to? I asked a student in a seeming state of euphoria from the sounds being fed into his ear.

“I’m listening to some music.”

“I’d like to hear what you’re listening to”, I remarked.

He hesitatingly passed me the other earphone dangling from his shoulder. I listened, but what assaulted my ear was neither melodic, pleasant or discernable.

“You call THAT music?” I blurted out incredulously.

He laughed a bit, then grinned sheepishly. “You kinda have to get used to it”, he added.

“Kinda”?

There Was a Time
There was a time, I pondered, when in order to be called a singer, you actually had to be able to sing. That is, you needed a good voice and a melodic way of producing lyrics. This required some natural talent, likely some voice training and an extensive amount of practice. Even emotion was conveyed through songs; sadness, joy, concern or worry and regret came through clearly in the singer’s voice.

Nowadays, much of what passes for music relies on high volume background instrumentals overlaid with what sounds like a “vocalist” screaming at the top of their lungs. Either that or “raps” with lyrics that feature a stream of profanity that could make a sailor blush.

Using Songs as an Aid to Teaching and Learning EFL
Let’s consider using songs as an aid to teaching and learning English as a foreign language. The same principles could easily be applied to teaching and learning almost any foreign language as well. For using songs, there are a number of useful possibilities. Some adaptable ones include:

• Illustration and modeling of connected speech aspects
• Pronunciation practice
• Use in lowering the learner’s Affective Filter
• As part of a grammar or other themed lesson plan (holiday, festival, vocabulary, etc.)
• Vocabulary acquisition or reinforcement
• Simply to have a bit of fun in the EFL classroom

What Kind of Music?
Just what kind of music works best in teaching or learning English or other foreign language? That depends on many different factors of course, but certainly songs and lyrics should:

• Be clear and understandable
• NOT contain profanity or objectionable language
• NOT contain or “promote” violence, explicit sex, race hatred, crime or other objectionable themes
• Be a positive influential element on the learners
• Provide some discernable didactic value

One era which is ripe with large numbers of enjoyable songs is the American 1970’s. Music produced by such artists as the following. I’ve also provided some links to audio or video examples so that you can listen for yourself.

• The late Minnie Riperton (pictured above) who was famous for her ability to sing very high notes.
Song: “Inside My Love”
Link: http://au.youtube.com/watch?v=LJwgffbjjsU

• The Isley Brothers
Song: “Footsteps in the Dark”
Link: http://au.youtube.com/watch?v=dXkP5Bae3xg

• The Emotions
Song: “Don’t Ask My Neighbor”
Link: http://au.youtube.com/watch?v=9u7O1LBFICE

• Teddy Pendergrass
Song: “Come Go With Me”
Link: http://au.youtube.com/watch?v=S1Q8izAflak

• Toni Braxton
Song: “Another Sad Love Song”
Link: http://au.youtube.com/watch?v=LN9R2HB1J68

• Isaac Hayes
Song: “Never Can Say Goodbye” also popularized by the Jackson 5
Link: http://au.youtube.com/watch?v=P-yKMgG-DRw

• Dionne Warwick
Song: “Déjà vu”
Link: http://au.youtube.com/watch?v=nvJ1NggZ0bM

Not only are these and many songs from this era useful for teaching English as a foreign or second language, but are in themselves, beautiful to listen to. They will certainly provide a soothing alternative to what in many instances passes for “music” in our present era. So listen, enjoy and make use of these and other examples to practice English with you learners. Now these and many other examples from this era are what I call music.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content and photos or images for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? E-mail the author for a prompt response.

How to Illustrate Rhythms in Language When Using Music to Enhance English Language Learning

So, you’re back for more of this series, are you? Okay, we’ll continue with how to precisely illustrate the aspect of rhythm in spoken language and connected speech.

Try This
Play the opening rhythm of a song in Spanish, Turkish, Chinese, Arabic or other first language (L1) of your learners. Then play the opening rhythms of a second, then a third song with one of the songs being an English (or other L2) one. Remember now, you don’t want to hear any words or lyrics, only the opening rhythm of the song. Now ask the language learners what language is song number one? Then ask about song number two and finally, song number three? Odds are they’ll have no trouble correctly identifying the language of each song. Why is that? It’s because they, and you, will easily recognize the rhythms that belong to the songs and the languages. You’d never mistake a Salsa song for an British folk ballad, a German or an Arabic one, now would you? You can just bet you wouldn’t. Why so? It’s because of the distinctive rhythms that unmistakably identify each type and genre of song, that’s why.

Photo: Salsa Dancers in Cali, Colombia – the Capitol of Salsa Music

Did You Notice
By the way, did you notice that you (and the learners) could quickly identify the language of the song by hearing ONLY the opening rhythms? That should come as no surprise. We identify music this way all the time. There was, years ago, a TV game show called “Name That Tune” where contestants tried to identify a song by hearing the fewest notes possible from the beginning of the song. Believe it or not, there were people who could correctly identify a song by hearing only the first note or two! It was absolutely amazing! The principle works just as well with the connected speech aspects and rhythms in English and other foreign language learning.

Now you can rest assured that the learners understand the difference between “syllable-stressed” and “accent-stressed” speech and language. Well not technically so, but at least they’ll recognize the difference between the two. English and Spanish are examples of this difference. Which one is which? Ah, YOU tell me!

Finding the Music and Songs You Need
Where oh where can I get the music and song examples that I’ll need to really be effective in using music to enhance my English language learners’ classroom experience? Relax, calm down, chill out – we’ll look at that particular aspect in the next article post of this series.

So, I’ll see you then.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content and photos or images for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? E-mail the author for a prompt response.

Using Music to Enhance English Language Learning: Practically Speaking

We’ll continue with ways music can be employed in the English language learning classroom, useful activities in EFL or with English language learners. What kinds and genres of music might prove to be helpful and some free (I’ll bet your budget’s tight) sources for music to use in your class room with your language learners, regardless of the ages or profiles.

In General Music Use
First, accustom your learners to the use of music in a variety of ways in the ELL classroom. You could begin with using soft background music at times to help control the learners. After a TPR or other type of activity session, you calm and soften the learners’ mood but putting on a smooth, easy-listening or classical song (like Mozart or Cesaria Evora – pictured here). I use this while re-arranging seating from a previous activity or prior to starting a new one. The learners also know the transition is expected to be finished before the song ends, so after an initial acclimation period near the beginning of the semester, things often go quite smoothly.

Need to Time An Exercise?
Did you know that a song makes a great “timer” for short assignment or activity completion? When having learners complete a written, grammar, vocabulary or practice exercise, I’ll put on a soft instrumental (or jazz vocal) at a relatively low volume. Learners then have until the end of the piece to finish what they’ve been assigned to do. That way, you don’t have to “watch the clock” or be unnecessarily preoccupied with the time, since the song “times” the activity for you. I even have songs of certain lengths, with some for three, four or five minute lengths. Try it. It really works great.

If You’re NOT A Native Speaker
If You’re NOT A Native Speaker, or even if you are for that matter, then you could use songs to illustrate connected speech elements. Try “Hit the Road Jack” by the late Ray Charles when practicing contractions. “When I’m 64” by the Beatles works great for not only numbers but with connected speech liaison illustration too. Besides, the learners always like that one even if they’ve heard it umpteen times. Want to practice a particular consonant or vowel sound? No problem. I’ll bet you’ll have absolutely no trouble at all in finding a song that uses the sounds numerous times. By singing that tune, learners will inadvertently practice what you want them too. It’s especially effective – if you don’t tell them what you’re actually having them do. If they “figure it out”, great. Either way they’ll gladly “practice” by singing an upbeat, lively song that contains the practice elements you want.

Languages, Like Music, Have Rhythms
Languages, like music, have rhythms that distinguish them from one another. One of the biggest problems in connected speech is that learners try to speak English, for example, using the rhythm of their first language (L1). The result, of course, is that they sound “off”.
Exactly why this is so, along with an example of how to precisely illustrate this aspect of spoken language are the first items to be addressed in the next article post of this series.

See you then.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? Contact the author for a prompt response.

Using Music to Enhance English as a Second or Foreign Language Learning

In a previous article post, I talked about using music, from Mozart to enhance learning. Now, in response to reader comments, I’d like to expound on what areas music helps, and how it could be used with elementary school age children who are English Language Learners. When it comes to using music in TESOL, English as a foreign or second language teaching and learning, there are several viable options that can be applied depending on the purpose of the lesson, the facilities you may have available, your learners’ ages and profiles. Let’s briefly look at the rationale behind using music as a motivational tool in addition to some useful possibilities.

Photo: EFL Teacher Stephen Bradbury “Jazz Toots” in his off hours

Background Music
Have you noticed that music is often used to control or affect our moods while we are in a variety of public and commercial locations? Pay attention next time you’re at the mall, in a medical or dental practicioner’s office or clinic, in a restaurant or eatery, walking through strip malls or shopping districts, in an executive waiting area, in many commercial office settings, in elevators (the origin of elevator music) even “on hold” with a utility service, 800 number or the like. Likely you’ll find yourself almost inadvertently listening to music. This is definitely no accident. Why? Because a multitude of studies has shown that the public can generally be “controlled” or at least influenced to some extent by listening to certain types of music under certain types of circumstances. The company, Muzak, made millions based on this concept.

How Does Music Make You Feel?
Think for a few moments, about how different types music make you feel. When you hear classical, for example, how do you feel? Excited, anxious or relaxed and calmed? How about Rock music? Do you have the urge to relax then? Probably not. When you listen to smooth Jazz, do you “mellow out”? You do, huh? Guess why that’s what’s playing in medical and dental facility waiting areas. Instrumentals frequently have a soothing effect on most listeners too. If you’re in a “fast food” type of eatery that relies on volume sales for profits, you can almost bet that if they play music it will be quick-tempo (“Hurry-up”) beat to subtly aid you in finishing your food in short order. On the other side of the ledger, a strong, throbbing rhythmic beat that drives you to motion and action is the forte of nightclubs and discos worldwide. The louder the music beats (to help in overwhelming competing thoughts and feeling), the more bass and entrancing, the better.

In the Language Learning Classroom
What is it we’d like to convey using music in the English language learning classroom? According to research, one critical purpose of music is to aid in lowering the Affective Filter of language learners. (Krashen-Terrell, 1983) By lowering the learners’ Affective Filter we can actually:

• Encourage input, that is, improve the ease with which new language elements and information are learned or acquired

• Improve motivation and positive self-image

Given two learners with the exact same input or lesson, for instance, the one with the lower affective filter will acquire or learn more according to the Affective Filter Hypothesis mentioned previously. This strongly implies that by exercising some control over the learners’ classroom environment, we can in effect, help them to learn more and learn better.
This can be especially true with young learners. The how and why of this fact are truly fascinating.

In my next article post, we’ll continue with ways music can be employed in the English language learning classroom, useful activities in EFL or with English language learners. What kinds and genres of music might prove to be helpful and some free (I’ll bet your budget’s tight) sources for music to use in your class room with your language learners, regardless of the ages or profiles.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? Contact the author for a prompt response.