Teaching the Italian language through songs in Kazakhstan

Abstract

Songs and music have emerged as unique educational techniques in language education. The crucial matter at hand is the impact of songs on linguistic aspects, specifically in terms of both student learning and teaching within the pedagogical approach to song-based language learning. This study aims to examine how songs can serve as a tool for teaching and learning, as well as explore the challenges, progress, and benefits students can derive from this approach. I conducted the experiment using both the experimental and control groups. In the experimental group, 25 students engaged in classroom activities accompanied by songs with melodies, while 25 students in the control group participated in songs without melodies. The participants were requested to provide written feedback on their perceptions of the course both before and after its completion. The results of the study indicate that learners have shown a favorable reaction toward the use of songs in the Italian language learning process, particularly in terms of vocabulary, listening skills, and phonetics. To delve deeper into this domain, the researcher will conduct further research, considering the limited advantages offered by grammar and writing abilities. Additionally, suggested avenues for future research include conducting long-term studies, comparative analyses, intervention modifications, and teacher training support.