Tim Murphey Livres

The study of 'group dynamics' is a vibrant academic field, overlapping diverse disciplines. It is also highly relevant to language education because the success of classroom learning is very much dependent on how students relate to each other, what the classroom climate is like, what roles the teacher and the learners play and, more generally, how well students can co-operate and communicate with each other. This innovative book addresses these issues and offers practical advice on how to manage language learner groups in a way that they develop into cohesive and productive teams.

Language Hungry! teaches you how to learn in an effective way while exploiting your brain’s potential. You will learn not to waste time and resources, have more control over your thoughts and increase your fun and success within the classroom. - Language Hungry! stimulates passion for learning and so makes the reader ‘hungry for language!’ - Language Hungry! is appropriate for students and teachers of all levels. It contains a large variety of ideas and stories which invite the reader to experiment with new skills, new ideas and positive ways which favour success in language acquisition. - Language Hungry! combines complex and fascinating theories with simple, practical suggestions as to how to apply them to your teaching or learning. Language Hungry! teaches you how to learn in an effective way while exploiting your brain's potential. You will learn not to waste time and resources, have more control over your thoughts and increase your fun and success within the classroom.

Song and Music in Language Learning provides statistics to confirm the widespread and intensive dispersion of pop music, especially in English and among adolescents, and then proceeds to analyse the lyrics of 50 pop songs in a hit parade from September 1987. They are shown to be linguistically simple, conversational, and of high personal interest . A multidisciplinary gathering of evidence highlights songs' role in language acquisition and their potential for ideosyncratic use. A psychological model of songs is then proposed which typifies them as «ghost discourse», «adolescent motherese», and as being somewhat isomorphic to «inner speech». In the second part, chapters are devoted to the historical development of the use of songs in language teaching, their contemporary uses for a wide variety of goals and in a many different methodologies, the EFL published materials available, the arguments against their use, and the recent pedagogical trends which support their use.

This book describes how a piece of music can be integrated into a language classroom to teach a variety of skills.