Muzikos poveikis mokant anglų kalbos pradiniame etape

LTKnygoje tiriamos kalbos ir muzikos sąsajos, kuriomis remiantis atskleidžiama, kokį poveikį turi muzika mokant anglų kalbos pradinėse klasėse. Anglų kalbos pamokoje muzika gali tapti ne tik svarbia psichologinio atsipalaidavimo, estetinio ir emocinio ugdymo, bet ir anglų kalbos garsų, žodžių, frazių tarimo ir įsiminimo, kalbos ritmikos ir intonacijų įsisavinimo, kalbos motorikos ir technikos įvaldymo priemone. Knyga skirta anglų kalbos pedagogams, studentams, doktorantams, mokslo darbuotojams ir visiems kitiems, kas domisi muzikos naudojimu mokant(is) užsienio kalbų. [Anotacija knygoje]Reikšminiai žodžiai: Anglų kalba; Muzika; Muzikos edukacinės funkcijos; Pradinis etapas; Pradinis mokymas; Pradinis ugdymas; Užsienio kalbų mokymo politika; Educational functions of music; English; Music; Policy of teaching a foreign language; Primary education; Primary level.

ENThe knowledge of a foreign language is seen as one of the key factors conditioning the growth of personality, providing an individual with powerful tools for communication and learning of different cultures, for exchanging information and sharing social cultural values with people of other nations. Foreign languages widen the linguistic horizon and facilitate the building up of general language culture. Children in Lithuania, like elsewhere in Europe, start learning a foreign language at an early age, that is in the forth form. In case the early foreign language teaching policy is applied the teaching begins in the second form. Since the beginning of the academic year 2008-2009, the early foreign language teaching has become compulsory supposing the school meets the requirements provided for by the legislation. According to the Database on Education Systems, English is the dominating foreign language in primary schools of Lithuania. The experience of teaching English accumulated in Lithuanian schools is extensive and reflected in a number of methodological and theoretical theses. The development of English textbooks and teaching aids has deep traditions in Lithuania. However, The School Reform requires further improvements and innovations in the teaching and learning processes. Attempts to apply teaching forms and methods in more creative ways, to develop various programmes that satisfy the needs and abilities of children are welcomed in the primary level of teaching.Nevertheless, foreign language teaching at primary level is a problematic area as children start learning a foreign language at a different age. Teachers are frequently not sufficiently qualified to teach very young learners and they may apply methods and teaching aids that are not appropriate for that particular age group. Consequently, raising the efficiency of teaching a foreign language to very young learners has become an educational issue of high relevance. Over the past few years there have been attempts in Lithuania and other countries worldwide to use arts in teaching various subjects as well as foreign languages by enriching education with aesthetic elements and making use of certain specific features of art expression. While the methodology of using arts especially drama and the fine arts is suitably developed, the use of music is very often narrowed to a surface level by just performing some songs during language classes and ignoring their essential prosodic features. The prosodic essence of music directly relates to the prosodic essence of language. A sound, a word, a motive, a phrase, a sentence become meaningful only if pronounced with prosodic aspects, properly varying the tones, pitch, rhythm, timbre, speech melody, the prosodic features that are most typical for music. Besides, teachers lack theoretical knowledge about the specifics of employing music elements in a foreign language classroom, they often tend to use songs just for amusement without setting specific educational aims. [...]. [From the Summary]