Learning takes place more easily when more than one sense is involved and when students are actively involved in the learning process. Therefore, using multimedia in teaching word order is certainly less contrived than rote learning, more interactive, and more conducive to proper lifelong learning. To this end, song lyrics can be used in full or as cloze tests to teach word order ranging from the simplest structures to the most complex.

The instructor may give song lyrics to teach linguistic structures inductively. For example, he or she may use “Why”(Tracy Chapman) to teach embedded question and opposites, and “Blowing in the Wind”(Bob Dylan)to teach the place of modals in wh- questions. While reading the lyrics, the teacher can highlight the example that relates to the rule being studied, analyze it with the students, and ask them to create their own examples and, if time permits, use them in a relevant writing task. This is a good approach, but for younger learners to attain the intended teaching objectives, listening plays an important role in creating a kind of resonance that will lead to faster learning.

The whole process starts when the teacher hands out the lyrics with the words of each line scrambled and asks some guiding questions, such as “What is the end mark? What word should you start with to set the order? If there are two question words in the scrambled set of words, which one should you start with?” This questioning technique will help students (working in groups of two or three) to negotiate the proper order. After that, students listen to the song and correct their responses. They can listen another time and sing along to assimilate the correct structure. This will eventually help them use the rules being taught more spontaneously and especially if required to do writing tasks in the future. Through reflection and planning, the teaching process can be tackled from a different perspective.

Teaching the language structures through songs, like “The Girl With April in Her Eyes”(Chris de Burgh) to teach prepositions and “Papa” (Paul Anka) to teach vocabulary and initiate classroom discussion, is more student centered, more authentic and motivating, and less restrictive in terms of the number of rules to be taught or even reviewed. In addition, classroom interaction is conducive to eliciting more meaningful and relevant examples from students. Such ownership in learning enables students to transfer new knowledge with fewer mistakes into writing tasks that are summative by nature.

Useful References

Anka, P. Papa. Retrieved from http://www.youtube.com/watch?v=unE8E581RMc

Chapman, T. Why. Retrieved from http://www.youtube.com/watch?v=SKd5wkuWos0

De Burgh, C. The Girl with April in Her Eyes. Retrieved from http://www.youtube.com/watch?v=76xHPdqpdbU

Dylan, B. Blowing in the Wind. Retrieved from http://www.youtube.com/watch?v=tSSjM6-fUFE

PAPA

Anka, P. Papa. Retrieved from http://www.youtube.com/watch?v=unE8E581RMc

Listen to the song and fill in the blanks as you listen.

Every day my papa would work to try to make ______ meet
To see that we would eat, keep those shoes upon my ______
Every night my papa would take me, ______ me in my bed,
Kiss me on my head, ______ all my ______ were said
There were years of sadness and of ______
Through it all, together we were ______ we were ______!
The times were rough, but, Papa, he was tough,
And, Mama, she stood beside him all ______

Growing up with them was easy. Time just ______ on by
The years began to fly. They______, but so did I.
I could tell Mama wasn’t well.
And Papa ______ and deep down so did she. So did she!
And when she died, Papa broke down and ______
And all he could say was: “God, why her? Take me!!”

Every day he sat there ______ in his rocking chair.
He never went ______ cause she wasn’t there.
Then one day my papa said, “Son, I’m proud of how you’ve ______”
He said, “Go make it on your own. And don’t ______ I’m OK______”
He said, “There are things you must do; ______ you must see.”
His eyes were sad, as he ______ as he said goodbye to me.

Every time I kiss my ______, papa’s words ring true
He said, “Your children. They live ______ you
And they’ll grow. They’ll leave you, too”
I ______ every word my Papa used to say
I kiss my kids and I ______

That they’ll think, think of me, that way . . . some day______

THE GIRL WITH APRIL IN HER EYES

De Burgh, C. The Girl with April in Her Eyes. Retrieved from http://www.youtube.com/watch?v=76xHPdqpdbU

Read the following lyrics with a partner. Next, try to fill in as many blanks as possible. Finally, listen and correct.

There once was a king, who called for the spring
______ his world was still covered ______ snow.
But the spring had not been, for he was wicked and mean
______ his winter fields nothing would grow.

And when a traveler calls seeking help ______ the door
Only food and a bed ______ the night
He ordered his slave to turn her ______
The girl with April in her eyes . . . eyes . . . eyes . . .

Oh, oh, on and ______ she goes
______ the winter’s night, the wild wind and the snow
Hi, hi, ______ and______ she rides
Someone help the girl with April in her eyes

She rode ______ the night, till she came ______ the light
______ a humble man’s home ______ the woods
He brought her inside, ______ the firelight she died
And he buried her gently and good

Oh, the morning was bright; all the world was snow white
But when he came ______ the place where she lay
His field was ablaze with flowers ______ the grave
______ the girl with April in her eyes . . . eyes . . . eyes . . . eyes . . .

Oh, oh, on and on she goes
______ the winter’s night, the wild wind and the snow
Hi, hi, ______ and ______ she flies
She is gone, the girl with April in her eyes.