Using music and songs in teaching English in Uzbekistan by non-native English teachers

Using music and songs in teaching English in Uzbekistan by non-native English teachers
Reimbayeva Zilola 1908-group
Abstract
Most Uzbek people must learn English in order to complete their primary through tertiary education. This study explores the effects of using music as a teaching method for EFL in Uzbekistan by a non- native English speaker. There are numerous reasons for utilizing music as a teaching tool for English, but this essay also highlights the psychological and pedagogical advantages of employing music in an EFL classroom setting. Unexpected difficulties may arise in teaching various subskills of English, but a skilled teacher may be able to manage them to some extent by incorporating music.
Keywords: subskills of English, music and songs
Introduction
Given that English is the most widespread language, being able to understand it is a must in many spheres of life. However, many people may find it very challenging to master all the skills properly. This means that when they have good listening skills, they may fail to show good results in reading or in writing and speaking. As this is a common problem among language learners, some may find that music is a key to address their problems.
Murphey (1990) said that many contemporary English teachers have long recognized how music and songs are helpful in teaching English. His work shows positive effects of teaching through music and songs on listening abilities of students. In addition, he suggests that creative teachers can even use songs to teach all subskills of English since they can provide a break from the textbook and workbook. Given that this is quite a new method for students, they find it interesting and, therefore, will stay motivated to study. As a result, the researcher expects that this method will help students to always stay positive in learning a language and significantly improve their abilities in English.


Materials and methods
This research was conducted with the help of quantitative method. At the beginning of the research the participants were divided into two classes: experimental and control. Both classes were given tests before and after the experiment. While control class was taught with the conventional methods, the experimental group was given a music treatment throughout the experiment. At the end the final test was taken. Having taken the test, I compared the data and highlighted all the differences in the results. Both these groups consisted of 40 students.
In addition, questionnaire method was utilized. I presented a questionnaire to the students of the experimental class to know their opinion about the experiment. Furthermore, teachers were given another questionnaire to rate the challenges while teaching English with the aid of music and songs.