The Effectiveness of Using Songs to Teach Pronunciation in Libyan Secondary Schools

Effectiveness of using songs to make pronunciation of English as a foreign language classroom in Libya's middle school Chapter 1 0 Introduction English classes are always controversial in most cases. To some extent, focus on precision (rule) rather than fluency (smoothness of conversation), and vice versa. However, in order to fully learn this language, it is necessary to be proficient in two fields (Watkins, 2005, p. 83, 84). This is not an easy task. In short, communication is as important as grammar.

For the purpose of this article we will refer to the use of a new English course called Libyan English (3). It was published by the Libyan government in 2005 for use by middle school students. The number of secondary education classes in Libya is usually about 20 students between 16 and 18 years old. The grade consists of two semesters, the fall semester and the spring semester, and the grade begins in September. Arabic is the language of teaching, English and French are taught as second language. English teachers are mainly those whose English is not their mother tongue.

In this article, we will first introduce the educational and learning environment behind the use of a specific English course in Libya, followed by literature review of important evaluations. It will then evaluate in detail the part of the English grammar used by the Libyan student in the last year of Libyan English (3) developed by the Libya government in 2005. Author: Terry Phillips et al. I will explain the strengths and weaknesses of this course and lead some conclusions.

A book designed to summarize speech / phonology and pronunciation teachings is the pronunciation of Elant's teachings: Jolanta Szpyra-Kozłowska's research method. In this book, by learning pronunciation learning results by EFL learners, the effectiveness of various teaching methods, the usefulness of textbooks, and empirical findings by EFL learners who mainly speak Polish, English pronunciation I will deal with education. The first chapter deals with the problem of choosing an appropriate pronunciation model for EFL teaching, the second chapter is to prioritize pronunciation for EFL learners, and the third chapter is effective It is a speech education problem. Each chapter is divided into two parts. Part A includes discussions on specific issues from a theoretical point of view and part B introduces some of the authors' relevant experimental studies.