EFL learners' narrative skills: the case of contemporary country music





contemporary country music, culture, emotions, foreign language teaching, narrative skills


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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How to Cite

Fernández-García, A. (2023). EFL learners’ narrative skills: the case of contemporary country music. Miscelánea: A Journal of English and American Studies, 67, 41–69. https://doi.org/10.26754/ojs_misc/mj.20237385



ARTICLES: Language and linguistics
Received 2022-10-29
Accepted 2023-02-03
Published 2023-06-30