The role of music and songs for improving listening skills of A1 level learners on the material of Kid`s English 1

Listening skill is regarded as the most important outcome of early language teaching and songs are regarded as one of the best ways for practicing and developing the listening skills of especially young learners. Therefore, any syllabus designed for teaching foreign languages to young learners specifically focuses on the listening skill in general and contains songs as effective listening materials. The purpose of this theoretical study is to present a theoretical structure by reviewing the relevant literature in relation to the importance of the listening skill for young foreign language learners and to discuss the importance, advantages, and teaching procedures of songs as listening activities.

Research shows that the necessary time is not being devoted to listening comprehension activities in the teaching of modern foreign languages in Uzbekistan and students are unable to reach the targets about listening comprehension mentioned in the curriculum. Therefore it is concluded in this study that the development of listening skills should be given priority in the Uzbek context as in many European countries and that the use of songs as listening materials should be promoted.

Teaching English to preschool children should be an entertaining, developmentally appropriate process. The proceedings of the National Academy of Science of the United States of America report that young children exhibit the ability to comprehend and apply language rules without explicit instruction. Instead, early childhood educators can scaffold preschoolers English language learning by using English in a variety of contexts and activities. According to experienced educators` opinions teaching English must be realized step by step.

At the first, teacher should create a language-rich environment. Label different parts of the classroom and home add an image on the labels for reinforcement. Set up listening station with English languages CDs. Fill your classroom library with bilingual and English picture books.

At the second, teacher should integrate multimodal activities into English language instruction. Education expert Howard Gardner points out that children possess multiple intelligences including logical, interpersonal, musical, kinesthetic and spatial. Your activities should address these intelligences.

At the third, English teacher must reinforce new information. If you read a story about animals, follow up by teaching preschoolers “ Old McDonald Had a Farm ” and playing around of animal charades. As children point, discuss the different colors they create and then do a science lesson about rainbows.

At the fourth, teacher should listen to children. Although children learning a new language may experience a silent period, most of them have something interesting to say when given the opportunity. Ask children simple questions that have predictable responses, such as their names and ages.

In the development of basic language skills in the teaching of modern foreign languages (MFL), as it is the case in the language acquisition process, the view of following a natural order is quiet common. In other words, a person learning a second or foreign language will first hear, then talk and then learn how to read and write. So, in teaching MFLs the order of the four language skills should be presented in the following order: listening, speaking, reading and writing.

Listening is a receptive skill and receptive skills give way to productive skills. Pinter likewise argues that learning English should start with an emphasis on listening and then speaking, just as in mother tongue. These are the two main

skills to teach first because children often cannot read and write at all yet, or not with much confidence. Young beginners need to start with plenty of listening practice, and opportunities to listen to rich input will naturally lead to speaking tasks. In this way, listening and speaking are truly integrated in the primary English classroom. In a parallel vein, Davies and Pearse also claim that children begin to learn their mother tongue by listening before they speak. Similarly, Cook points out that before babies can comprehend words, they listen to the rhythm and melody of the language and have some awareness of interaction and relationship with a speaker.

In designing a syllabus for very young and young learners, the focus should be on the communicative value of the language and the skills to tackle with the language rather than accuracy. The syllabus should include songs, stories, rhymes and games- all listening focused activities. Similarly, Sharpe also argues that in planning the primary foreign languages curriculum attention should be focused on oral and aural ends. Thus, oral and aural learning in primary school foreign languages is par excellence inclusive subject and that the limited amount of time devoted for foreign languages should be well spent. On this matter, some scientists argue that young learners are different from adult learners and therefore any teaching program for this age group should specifically be designed. Tierney also argues that there seems to be a general support for the argument that primary-school-aged children have a particular facility for pronunciation and accent and that an aural-oral approach should dominate in teaching English in primary schools.