Recently, I am evaluating the appropriateness
of the language items and skills covered in one of the most popular textbooks
in Hong Kong (i.e., Primary Elect Longman) (See Figure 1 below). It is quite astonishing when I
realize only one or even zero task is specifically designed for listening. It
seems that listening is prioritized as the least important skill in English
language teaching.
In the search of authentic listening materials for my primary year learner group, 💡 Lyrics Training💡 is a FUN and USEFUL website which comprises a wide variety of songs, artists and genres for ALL students to practice listening skills INSIDE or OUTSIDE the classroom.
 |
| (Source: Google - Primary Longman Elect) |
In the search of authentic listening materials for my primary year learner group, 💡 Lyrics Training💡 is a FUN and USEFUL website which comprises a wide variety of songs, artists and genres for ALL students to practice listening skills INSIDE or OUTSIDE the classroom.
How does Lyrics Training work?
Lyrics Training is a FREE
learning tool which is not necessarily for you and your students to register.
Step 1: Select a song
Step 2: 'Select a Game Mode' (i.e., Beginner, Intermediate, Advanced or Expert)
Step 2: 'Select a Game Mode' (i.e., Beginner, Intermediate, Advanced or Expert)
Step 3: Choose 'Write Mode' or 'Choice Mode' and press start
Step 4: Listen and fill in the blanks within a limit of time
You may experience one of the suggested English songs 'London Bridges Is Falling Down' from Lyrics Training!
 |
| (Lyrics Training) |
Link:
Enjoy!
Interesting Pedagogical Facts / Positive Comments of Lyrics Training
1. Enhancement of learning motivation
According to my past teaching experience, video is a multisensory tool (e.g., Lyrics Training) which motivates students to practise listening skills. Meanwhile, the gap filling exercise also draws their attention to the spelling and meaning of the unknown words. In the notion of practice makes perfect, it is believed that students will be more confident in listening to different accents and speech speed in real-life English conversation.
2. Learner autonomy
According to my past teaching experience, video is a multisensory tool (e.g., Lyrics Training) which motivates students to practise listening skills. Meanwhile, the gap filling exercise also draws their attention to the spelling and meaning of the unknown words. In the notion of practice makes perfect, it is believed that students will be more confident in listening to different accents and speech speed in real-life English conversation.
2. Learner autonomy
First, students can choose the
genre, language and 'Game mode' according to their learning interests and
abilities. Moreover, the auto-stop feature enables students to learn the
English accent, pronunciation and vocabulary at their own pace. In case
students have missed some words while listening, they can always rewind the
song and listen to the missing word again and again.
3. Advocate of self-assessment
3. Advocate of self-assessment
Very often, students receive
markings and feedback from teachers. Notwithstanding, it is noted that they
will receive immediate feedback from Lyrics Training and conduct self-assessment
after transcribing the song. McMillan and Hearn (2008:40) highlight
the self-assessment can improve students' overall listening performance as they
'identify discrepancies between current and desired performance'.
Limitation
1. Song appropriateness
The composers are likely to create the songs according to the rhythm and their feelings at a particular moment. You may easily spot spelling mistakes, casual structure, spoken English (e.g., 'wanna' and 'gonna') and slangs in the song. Indeed, the selection process may be quite challenging for teachers. However, it is crucial for us to pay extra attention to the (1) content meaning, (2) video presentation (3) language form and (4) level of difficulties in general.
2. Learning opportunity
Normally, we have 27-33 students in a Hong Kong primary classroom. As we always hope to maximize the learning opportunity of EVERY student, it may be a constraint if there are not enough laptops or iPads in class. In that case, teachers are advised to (1) upload the link to the school intranet and let students practice the chosen song at home. OR (2) The teacher gives everyone the lyrics (with some empty blanks) and the whole class listens and fills in the blanks together.
Normally, we have 27-33 students in a Hong Kong primary classroom. As we always hope to maximize the learning opportunity of EVERY student, it may be a constraint if there are not enough laptops or iPads in class. In that case, teachers are advised to (1) upload the link to the school intranet and let students practice the chosen song at home. OR (2) The teacher gives everyone the lyrics (with some empty blanks) and the whole class listens and fills in the blanks together.
3. Improvement on task-based listening task
Obviously, the practice format of Lyrics Training is limited to multiple-choice answers and gap-filling exercise. In order to help students personalize the task with meaning and target audience, you can invite them to share their thoughts and feelings towards the lyrics. For example, 'Do you like the song? Why?', 'What is the message of this song?' and 'Have you noticed the structure/language form in this lyric?'.
 |
| (Source: Pinterest) |
Remember ALL students can be ACTIVE listeners!
HEY! I hope YOU have gained some inspiration after BLOGGING my post!
💠What are your instant thoughts and feelings towards 💡 Lyrics Training💡 ?
Please feel free to 💬 / ✍ / 📧 below!
More updates will be available next week! Have an insightful Friday to all ELT teachers! 😄
Reference:
McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40-49.
Wow! Thanks for brining comprehensive blog post on Lyrics Training. I completely agree with you that it has a big potential for self-assessment as the learners will listen to the songs and get feedback immediately. Since they will be learning language through songs, it has more fun element too. Learner autonomy is another interesting advantage you have highlighted if they are given some freedom to select songs and learn language. As they can rewind as many times as they want, it seems they have choices in terms of how they work with which ensures autonomy in task process.
ReplyDeleteInterestingly, you have pointed out the deviated form of language which are most often spotted in the song. In that case teachers need to spend some time to find the right kind of songs and give them to try out.
Next, if no students have laptop or computer to work on lyrics training, the teacher may project it in the class, divide them into a group and make them shout out for the correct response. I think this can be one of the strategies we can use in my context. Your all ideas regarding how to use Lyrics Training in English language classroom are great!