The Potential Role Of Tecnology In Foreign Language Teaching Process

Abstract

With the widespread of computers and new technologies, language teachers are incorporating technology in language classroom environments more and more. Just as technology plays a major key role in almost every aspect of our everyday lives, it plays an equally important role in education; The most important thing in such environments is what kind of technology do we use and how do we utilize it for language teaching and learning. What I’m interested in this article is to show the importance of songs in teaching Italian as a foreign language. This particular kind of material, neglected by most teachers, offers a splendid opportunity to stimulate the interest of students. Songs are authentic materials and reflect young people’s concerns. Moreover, songs provide an amusing and relaxing break in the usual routine of classroom activity. Students are challenged with tasks that refer to language skills, grammar and cultural knowledge. Using audio programs helps students hear what the spoken language sounds like in real life. Teacher can use listening programs on any device that has an audio component, such as tablet, smart phone or computer. Students need to hear and use language in order to remember it long-term, and the use of technology provides opportunities for students to practice their language skills by hearing and speaking. Bearing all this in mind, I use songs in higher education with satisfactory results. 

Keywords: Songstechnologylanguage teachingteacherstudent

Introduction

We, all, agree with the idea that instruction based on technology is of great help for the students and is an important tool in increasing the quality of teaching process. Technology isn’t a methodology in itself, but an auxiliary instrument that facilitates the teaching and learning activity in general and that of a foreign language in special. Because of technology, students tend to be more engaged in the process of learning, and have a more positive attitude towards learning.

We confess that “The needs and expectations of learners are constantly changing and increasingly they expect technology-rich and flexible learning opportunities. In addition, many end-users and other learners are working in the context of increased work and time pressures and so demand a shift in balance from face-to-face training sessions to ones that involve a more flexible blend of face-to-face and e-learning activities” (Allan, 2004, p. 2). In fact, we live today in the epoch of technology. Studies have shown that nearly 90% of students have access to some type of computer or mobile device, so is something normal to see the evolution of teaching methods in the direction of technology. Moreover, the expanding presence of new technologies in everyday life along with the fact that more and more students are growing up in digital environment mean that they feel comfortable using technology in language classrooms.

One of the big problems we all face is maintaining students’ interest throughout our lectures. Consequently, we often have to be very creative in the techniques we use. What makes music such a great teaching tool is its universal appeal, connecting all cultures and languages. This makes it one of the best and most motivating resources in the foreign language classroom.

In my beginner and intermediate level Italian courses of first and second year in Bachelor program in Italian studies, I regularly use in Textual typology songs to teach Italian language and culture. This subject consists of 4 hours a week, or 60 hours for one semester in the first year and 4 hours a week, or 120 hours in two semesters for the second year. I dedicate nearly 10% of the total duration of a course to the songs in the first year with two hours of work each and 20% in the second year. In this paper I’ll share how I use music in my courses and I will give practical suggestions on how to take advantage of songs, music videos to make Italian classes more interesting.

Problem Statement

Depending on the school, student body and subject matter, the use of technology serves many purposes. The problem is how technology is used for language learning and what types of technology do we utilize in foreign language classroom? Our job is to teach students a foreign language including the boring rules of grammar and socio-cultural norms of another country. Some of us think that traditional methods satisfy the needs of the students but I think that a simple computer connected to internet and a video projector make learning visible and tangible. Nothing better than such devices can bring into the classroom, fresh and alive, another language and culture. And if the language comes with music is supplementary. Using such tools to be connected with other lands and the life there allows students to see and experience language in a quite different way.

Research Questions

• If and how songs are used in foreign language classrooms?

• Is it true that technologies, when used effectively, can greatly increase a learner's contact time with the foreign language?

• What are the trends in the study of teaching Italian with technology?

• To identify if the use of songs is a good strategy in the process of teaching Italian in the university

Purpose of the Study

• The present study indicates that teachers use music to foster positive affect, which is believed to be conducive to learning.

• Teachers must use songs to teach clearly defined language skills and linguistic knowledge, such as listening comprehension, speaking fluency, vocabulary, pronunciation, grammar as well as cultural norms.

• Students like their classes more when they receive computer assistance in them.

• To analyze the effect of songs in teaching Italian as a foreign language.

Research Methods

Using songs with beginners that is students of the first year, is particularly interesting and useful. They, more than everyone else, need support, friendship, motivation, relax in the classroom. The use of songs as didactic material is the best solution for them. At first they feel like a fish out of water, but very soon they find force and courage to face difficulties. In short time the get confidence with the language skills and make gigantic steps for one semester.

With intermediate level, the method is a bit different. They are, already, used with class environments and the use of songs. What is important for them is the selection of songs and especially when linguistic elements are mixed with cultural ones.

Findings

Murphey (1992) demonstrated that anything you can do with a text you can do with a song. I strongly believe in it, because among other texts songs have become the most preferred ones. Some years ago I used more literal texts in prose, but last years the students like songs in learning Italian language. One of the reasons of this choice is the fact that they feel at ease with songs and thanks to technology they better digest the linguistic content and cultural norms.

Conclusion

In conclusion, music is constantly present in my Italian courses where songs serve many different purposes. I find music a very powerful tool to establish and strengthen my relationship with my students, and to make my Italian classes more interesting and fun.

The advantage of song is that it can be listened to over and over again. Another common goal of song-use is the teaching of authentic language and culture, and a chance for students to be away from bookish Italian. In addition, songs give to the students, particularly those “who are shy”, the opportunity to learn and produce language without feeling observed during the sing-along, and this is another teaching goal.

We usually say that music is for the soul, so the relaxed atmosphere influence positively the students’ attitude and learning environment: a relaxed atmosphere is seen as aiding learning success, creativity and interaction.

Songs can be seen as useful tools in academic levels not only with students of Italian studies, but even with other students that learn Italian as a foreign language.

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