EFL learners' narrative skills: the case of contemporary country music
DOI:
https://doi.org/10.26754/ojs_misc/mj.20237385Keywords:
contemporary country music, culture, emotions, foreign language teaching, narrative skillsAbstract
Facilitating oral skills through authentic materials such as music has been essential in foreign language teaching (FLT). However, a model whose core element is to develop adolescent EFL learners’ narrative skills through songs with highly emotional lyrics is still non-existent. Furthermore, engaging students in vivid debates about everyday topics with which they can relate is considered a key element to develop their narrative skills. Both, themes and structure of contemporary country music songs have been analysed by means of a corpus. Additionally, a questionnaire has been administered to know adolescent English as a Foreign Language (EFL) learners’ attitude towards the implementation of social issues and music in class. The results show that there exists a narrative structure in contemporary country music songs and a wide range of topics with which students can easily identify. These results suggest that these song lyrics may serve to facilitate EFL students' narrative skills.
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Copyright (c) 2023 Antonio Fernández-García
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Accepted 2023-02-03
Published 2023-06-30
