INTERCULTURAL MUSIC MANIFESTATIONS DURING LEARNING OF MODERN GREEK BY FOREIGN STUDENTS OF THE HELLENIC MILITARY ACADEMY

Panajotis G. Asimopulos

doi:10.7251/NSK1914087A

Authors

Panajotis G. Asimopulos Војна aкадемија Грчке Атина Филозофски факултет Атина

DOI:

https://doi.org/10.7251/NSK1914087A

Keywords:

music, Greek language, foreign cadets, Hellenic Army Academy

Abstract

The diachronic interdependence between the innate linguistic ability that functions as a primary carrier of seamless communication and the polyhedral artistic incarnationsinextricably interwoven with the spontaneous externalization of experiential situations and the emotional nuances as well holds a dominant position in contemporary intercultural pedagogy.

In this paper we attempt to highlight how selected pieces of music on the one hand create positive mood, but on the other they considerably enable the foreign students of the Hellenic Army Academy to constructively understand the complex grammatico-syntactic phenomena of taught Greek language.

The conducted empirical research deploys the resultsof the educational process during a four-year (2016 – 2019) teaching of Modern Greek as a secondlanguage in the Greek Military Academy. It is based on a sample of 128 (88 male, 40 female) foreign trainee officers.The collected data refer to a distributed questionnaire and they confirm that in a significant percentage (69%) the participants perceive the systematic use of music as an extremely interesting approach, while 75% of them notes higher self-motivation and greater willingness for essential attendance.

References

Aјot 2005: S. Ayotte, The acquisition of verb forms through song, Michigan: Micigan State University.

Bankroft 1985: J. Bancroft, Music therapy and education, Journal of the Society for Accelerative Learning and Teaching, 10/1, Des Moines, IA, 3-16.

Brodki, Šor 1976: D. Brodkey, H. Shore, Student Personality and Success in an English language Programme, Language Learning, 26/1, Michigan, 153– 162.

Braun 19943: D. Brown, Principles of language learning and teaching, New Jersey: Prentice – Hall.

Eken 1996: D. Eken, Ideas for using songs in the English language classroom, English Teaching Forum, 34/1, Washington, 46–47.

Facione 2011: P. Facione, Critical thinking: What it is and why it counts, Millbrae: Measured Reasons and The California Academic Press.

Fišer 2001: A. Fisher, Critical thinking: An introduction, Cambridge: Cambridge University Press.

Gardner, Lambert 1972: R. C. Gardner, W. E. Lambert, Attitudes and Motivation in Second Language Learning, Rowley, MA: Newbury House Publishers.

Guglielmino 1986: L. M. Guglielmino, The Affective Edge: Using songs and mуsic in foreign language instruction, Adult literacy and basic education, 10/1, New York, 19–26.

Halpern1999: D. Halpern, Teaching for critical thinking: helping collage students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80: 69–74.

Hejde 1979: A. Heyde, The relationship between self-esteem and the oral production of a second language, Michigan: University of Michigan.

Hjuit 1998: W. Huitt, Critical thinking: An overview. Educational Psychology Interactive, Valdosta, GA: Valdosta State University.

Džoli 1975: Y. Jolly, The use of songs in teaching foreign language, Modern Language Journal, 59/1-2, New Jersey, 11–14.

Žarden 1997: R. Jourdain, Music, the brain, and ecstasy: how music captures our imagination, New York: W. Morrow.

Mašajek, Hašemi 2011: M. Mashayekh, M. Hashemi, The Impact/s of Music on Language Learners’ Performance, Procedia – Social and Behavioral Sciences, 30, Amsterdam, 2186-2190.

Mora 2000: C. Mora, Foreign language acquisition and melody singing, English Language teaching Journal, 54/2, Oxford, 146–152.

Piri 2018: S. Piri, The Role of Music in Second Language Learning, Studies in Literature and Language, Quebec, 17/1, 75–78.

Pogonovski 1987: L. Pogonowski, Developing skills in critical thinking and problem solving. Music Educators Journal, 73/6, California, 37–41.

Pogonovski 1989: L. Pogonowski, Critical thinking and music listening. Music Educators Journal, 76/1, California, 35–38.

Prist 1997: T. Priest, Fostering creative and critical thinking in a beginning instrumental music class, Illinois: University of Illinois.

Šаnk 1999: D. Schunk, The effect of singing paired with signing on receptive vocabulary skills of elementary ESL students, Journal of Music Therapy, Oxford, 36/2, 110–124.

Smоl 1987: A. Small, Music and critical thinking: what do we need to know?, Music Educators Journal, 74/1, California, 46–49.

Vudford 1996: P. Woodford, Developing critical thinkers, Music Educators Journal, 83/1, California, 27–32.