Abstract:
Today, most of the ESL (English as a Second Language) learners in Sri Lanka consider English
language learning as anxiety packed, insipid and an unconquerable obstacle. If facilitators can
integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a
stress free, learner friendly atmosphere. Music and songs can be incorporated in multifaceted ways in
fostering brain stimulation, motivation and enthusiasm in ESL learners. Music is instrumental in
creating a relaxing and comfortable environment, which can propel language learning, as stated by
experienced applied linguists (Larsen-Freeman, 1985). In terms of hemisphere functioning in
language learning, research on psycholinguistics reveals that songs can activate language acquisition
and learning in both hemispheres of the human brain (Williams and Burden, 1997). Thus, facilitators
can use music as an effective tool in teaching listening, writing, reading, speaking, grammar, and
vocabulary development.
This study attempts to investigate whether music can be implemented in teaching English grammar
and vocabulary. The sample of this study consists of 100 students from the Faculty of Humanities and
Social Sciences of the University of Kelaniya. A pre test was given to test their prior knowledge. A
group of 50 students were taught a grammar lesson and vocabulary in a traditional classroom setting.
The control group of another 50 students was exposed to a teaching session of grammar and
vocabulary using music. Later on, their acquired knowledge was tested through a post test. The results
showcase that, if used properly by the facilitator, English songs are an excellent means of cultivating
interest and high motivation in the language learning classroom.
