Are music and songs important in English language?

The conclusion sums up the most important findings of the practical part of the final paperwork – the questionnaire. On the basis of the theoretical background provided in the

first

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part, in the

second

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part, I have dealt with the

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of

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topic through an analysis of the questionnaire. I put emphasis on the variedness questions which could develop

students

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´ level of English at lower-secondary school. One of the main aims of the

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was to find out to what extent in music and

songs

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are. Attention is

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put on different teaching specializations, ages of their career and including music and

songs

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in English classes. For analysis, I have created two different questionnaires. Each of these responses to a specific group of people –

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from 6th to 9th grade and teachers at lower-secondary schools. The questionnaires represent a perfect example of questions that deal very well with

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issue as song and music activities are included in the educational process of English lessons. It is

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very beneficial that

songs

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are not artificially created only for educational purposes. They are sometimes used as an activity to create a pleasant atmosphere in the class. There is

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some information provided about the aims of the

songs

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and the listening skills being developed by them.

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, we do not work with them so often and lose the opportunity to improve learning not only listening but all skills step by step. There is another big goal of

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which I successfully achieved. That was to make the

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realise that song lyrics are not always comprehensible because

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do not have experience with them or their knowledge of vocabulary is not so good. After putting the

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into analysis and putting the song worksheet into practice, I have proven to myself the assumption that

songs

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can represent a very suitable tool in language lessons. On top of that, it is the key to motivating our

students

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and a much more effective tool than the ordinary exercises in their textbooks can offer.