The Song as an Unconventional Teaching Method for Foreign Languages
Education Journal
Volume 7, Issue 3, May 2018, Pages: 51-55
Received: Jun. 23, 2018; Accepted: Jul. 19, 2018; Published: Aug. 21, 2018
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Laura Chiriac, Department of Communication and Foreign Languages, Politehnica University, Timişoara, Romania
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Long ignored in the teaching of foreign languages, the song is considered, even today, as a too insignificant genre to be seriously studied. So, what songs the teacher can present to students and what can he do with them? In our paper we try to present an activity of understanding and exploitation of a French authentic sound document: «Avoir trente ans» (“Being thirty years”), composed and performed by the famous French singer and songwriter – Yves Duteil. The song is a whole, an ensemble of music, words and performing, which are combined, closely bound. Beyond the grammatical meaning, everything in the song helps us perceive and perform it. By leaning on the text of the song, the students are led to enter the “world” of the text by the guided and progressive identification of grammatical and lexical elements, in order to understand its significant structure and decipher the deep message of the author. The song helps the students directly take over, by themselves, the text of the song, in order to express and communicate, in a creative way, the emotions and feelings that it gave birth into them, from a listening situation. Thus, it would be desirable to choose songs which suggest an atmosphere or express an engagement (ideological, amorous, etc.) which provokes emotions, feelings or sensations that we would like to be communicated. Activities and games of type we present in the paper seem to give encouraging results to develop the desire of talking and communicating in the classroom.
French Grammar, Lexical Elements, Audio Document, Unconventional Teaching Method, Student’s Creativity
To cite this article
Laura Chiriac, The Song as an Unconventional Teaching Method for Foreign Languages, Education Journal. Vol. 7, No. 3, 2018, pp. 51-55. doi: 10.11648/
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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