The most prominent features of songs
that reinforce language acquisition include
their rhythmic and repetitive nature and the
joy that the association between melody and
content brings to the learning activity. Children
have a keen awareness of rhythm, and
they have not yet experienced the anxiety that
can accompany learning a second language
(Krashen 1981). Therefore, songs are considered
to be a sine qua non of teaching ESL/EFL
to YLs. I feel that among the many advantages
of using songs in YL ESL/EFL classrooms, the
most striking ones are the following.
Songs are key to primary practice