Some other research on Multiple Intelligences supports this idea. It describes how people demonstrate different skills and talents while trying to learn. Therefore, classrooms must provide different approaches to meet an individual student''s areas of strength in order to be the most successful. Using rhythm, chanting, and songs with these students can increase their attention and interest while motivating them to learn.
Advertisers and filmmakers realize and utilize the power of music to evoke emotions and get our attention. Educators need to learn from this multi-million dollar industry and use music to our advantage to help children to learn.
Good first teaching is based on using what children already know, and the influence of music on learning is clear. Therefore, it seems that teachers should be motivated to incorporate music, rhymes, chants, rhythm, and songs in the classroom.
If music can set the stage for learning, increase a child''s interest, and activate a student''s thinking, what are we waiting for?
Music gives a soul to the universe,
Wings to the mind,
Flight to the imagination...
And life to everything.
--Plato
2. Methods, techniques and research tools. Language teaching methods.
Various methods stem from these two approaches. It will be noticed that the first principle in each contains a
linguistic rather than psychological statement. At this point of the discussion, it is impossible to detach linguistic from psychological considerations. The cognitive code learning theory has been rejected as ineffective in the process of teaching modern foreign
languages.
The so-called “structural”
Method and “mimicry-memorization” method are based on the audio-lingual approach. The “grammar-translation” method is based on the cognitive code learning approach. In the section devoted to methods, we shall reclassify the methods from the linguistic point of view and attach more appropriate names to them whenever necessary. Meanwhile, however, we have to concentrate our attention on the statements reflecting the two approaches and on the more exact analysis of the notion habit as applied in language teaching.
Paradigmatic method, also called grammar methods, is characterized by the emphasis laid on teaching paradigms of grammatical forms and rules of grammar governing the distribution of these forms. Application of the rules is what constitutes practice in this method. The knowledge of the rules and paradigms is of the utmost importance. Variants of paradigmatic methods have been regularly applied in teaching ancient dead languages like Greek and Latin. Its use in teaching modern languages has been ardently criticized and the method has eventually fallen to disrepute. Modern teachers consider this method as a means of teaching knowledge about the language rather than the language itself. Nevertheless, it is occasionally used when the teacher is not a fluent speaker of the language. Syntagmatic methods differ from paradigmatic ones in that the former teach constructions (syntagmes). The principles governing the selection of constructions constitute a basis for further differentiation of the methods. Thus, the selection may be haphazard, in which case it is sensible to talk about non-programmed (accidental) methods. All sorts of “natural” methods, which in one way or another imitate the ways of learning the native language, fall in this group. The material is not selected based on any statable principles. Consequently, the advocates of these methods have not left any sizeable materials for teachers. Learning the language abroad and learning with a governess are also kinds of “natural” methods.Programmed syntagmatic methods arrange the material according to some linguistic and/or didactic principles. If only the foreign language sidered, it is possible to speak about mono-structural method, commonly called direct graded method. If, however, the foreign language is contrasted with the native language, we may speak about bistructural or contrastive method.
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