Folk songs do magic in teaching speech and grammar patterns in EFL class

The authors in searching for new ways and stimuli of teaching vocabulary and grammar to students in EFL class present their own vision of meeting the challenge. In this study it was hypothesized that folk songs significantly stimulate and encourage students to learn more lexis and grammar they encounter in lyrics. In this paper, the authors fairly claim that rhymed speech and grammar patterns help students to learn and reinforce the correct articulation and pronunciation of sounds, accent and rhythm features. Materials and study instruments aiming at the solution of the outlined problem are investigated with regard of the roles that the song genre fulfills. An experiment conducted by the authors with the aim in view to prove that the repeated playback of a song expands students' vocabulary and helps them to better assimilate grammar, was chosen as a leading research method in this study. The research made it possible for the authors to empirically prove that folk songs can do magic in EFL class contributing to the comprehension of the foreign language in the context of culture, transforming a monotonous memorization and reproduction of language material into creative work, solving the problem of multiple repetition of a single model. The findings of the study can serve as a general guideline for university and high school faculty and pre-service teachers

Rhetoric as an effective tool of overcoming communication barriers in new educational environments

Searching for novel ways of overcoming communication barriers is dictated by new realities and forms of communication that appear in the educational system of the present day in Russia. In this paper, the authors reveal the basic barriers of communication in new educational environments and make an attempt to prove that rhetoric can serve as an effective tool of breaking these barriers. Materials and instruments aiming at the solution of the studied problem are investigated with regard of the communication situation, roles of participants of communication and ways of communication which communicants undertake. The leading research method implemented in this study is an experiment conducted by the authors with the aim in view to prove that knowledge of rhetoric enables both university faculty and students to overcome communication barriers arising in new educational environments. The research allowed the authors to empirically identify the role of teaching rhetoric in class and verify it to be effective while overcoming the barriers of communication. The results of the study can serve as a general guideline for faculty and student body of the university

Rhetoric as an effective tool of overcoming communication barriers in new educational environments

Searching for novel ways of overcoming communication barriers is dictated by new realities and forms of communication that appear in the educational system of the present day in Russia. In this paper, the authors reveal the basic barriers of communication in new educational environments and make an attempt to prove that rhetoric can serve as an effective tool of breaking these barriers. Materials and instruments aiming at the solution of the studied problem are investigated with regard of the communication situation, roles of participants of communication and ways of communication which communicants undertake. The leading research method implemented in this study is an experiment conducted by the authors with the aim in view to prove that knowledge of rhetoric enables both university faculty and students to overcome communication barriers arising in new educational environments. The research allowed the authors to empirically identify the role of teaching rhetoric in class and verify it to be effective while overcoming the barriers of communication. The results of the study can serve as a general guideline for faculty and student body of the university

Rhetoric as an effective tool of overcoming communication barriers in new educational environments

Searching for novel ways of overcoming communication barriers is dictated by new realities and forms of communication that appear in the educational system of the present day in Russia. In this paper, the authors reveal the basic barriers of communication in new educational environments and make an attempt to prove that rhetoric can serve as an effective tool of breaking these barriers. Materials and instruments aiming at the solution of the studied problem are investigated with regard of the communication situation, roles of participants of communication and ways of communication which communicants undertake. The leading research method implemented in this study is an experiment conducted by the authors with the aim in view to prove that knowledge of rhetoric enables both university faculty and students to overcome communication barriers arising in new educational environments. The research allowed the authors to empirically identify the role of teaching rhetoric in class and verify it to be effective while overcoming the barriers of communication. The results of the study can serve as a general guideline for faculty and student body of the university

Rhetoric as an effective tool of overcoming communication barriers in new educational environments

Searching for novel ways of overcoming communication barriers is dictated by new realities and forms of communication that appear in the educational system of the present day in Russia. In this paper, the authors reveal the basic barriers of communication in new educational environments and make an attempt to prove that rhetoric can serve as an effective tool of breaking these barriers. Materials and instruments aiming at the solution of the studied problem are investigated with regard of the communication situation, roles of participants of communication and ways of communication which communicants undertake. The leading research method implemented in this study is an experiment conducted by the authors with the aim in view to prove that knowledge of rhetoric enables both university faculty and students to overcome communication barriers arising in new educational environments. The research allowed the authors to empirically identify the role of teaching rhetoric in class and verify it to be effective while overcoming the barriers of communication. The results of the study can serve as a general guideline for faculty and student body of the university

Folk songs do magic in teaching speech and grammar patterns in EFL class

The authors in searching for new ways and stimuli of teaching vocabulary and grammar to students in EFL class present their own vision of meeting the challenge. In this study it was hypothesized that folk songs significantly stimulate and encourage students to learn more lexis and grammar they encounter in lyrics. In this paper, the authors fairly claim that rhymed speech and grammar patterns help students to learn and reinforce the correct articulation and pronunciation of sounds, accent and rhythm features. Materials and study instruments aiming at the solution of the outlined problem are investigated with regard of the roles that the song genre fulfills. An experiment conducted by the authors with the aim in view to prove that the repeated playback of a song expands students' vocabulary and helps them to better assimilate grammar, was chosen as a leading research method in this study. The research made it possible for the authors to empirically prove that folk songs can do magic in EFL class contributing to the comprehension of the foreign language in the context of culture, transforming a monotonous memorization and reproduction of language material into creative work, solving the problem of multiple repetition of a single model. The findings of the study can serve as a general guideline for university and high school faculty and pre-service teachers

Folk songs do magic in teaching speech and grammar patterns in EFL class

The authors in searching for new ways and stimuli of teaching vocabulary and grammar to students in EFL class present their own vision of meeting the challenge. In this study it was hypothesized that folk songs significantly stimulate and encourage students to learn more lexis and grammar they encounter in lyrics. In this paper, the authors fairly claim that rhymed speech and grammar patterns help students to learn and reinforce the correct articulation and pronunciation of sounds, accent and rhythm features. Materials and study instruments aiming at the solution of the outlined problem are investigated with regard of the roles that the song genre fulfills. An experiment conducted by the authors with the aim in view to prove that the repeated playback of a song expands students' vocabulary and helps them to better assimilate grammar, was chosen as a leading research method in this study. The research made it possible for the authors to empirically prove that folk songs can do magic in EFL class contributing to the comprehension of the foreign language in the context of culture, transforming a monotonous memorization and reproduction of language material into creative work, solving the problem of multiple repetition of a single model. The findings of the study can serve as a general guideline for university and high school faculty and pre-service teachers

Folk songs do magic in teaching speech and grammar patterns in EFL class

The authors in searching for new ways and stimuli of teaching vocabulary and grammar to students in EFL class present their own vision of meeting the challenge. In this study it was hypothesized that folk songs significantly stimulate and encourage students to learn more lexis and grammar they encounter in lyrics. In this paper, the authors fairly claim that rhymed speech and grammar patterns help students to learn and reinforce the correct articulation and pronunciation of sounds, accent and rhythm features. Materials and study instruments aiming at the solution of the outlined problem are investigated with regard of the roles that the song genre fulfills. An experiment conducted by the authors with the aim in view to prove that the repeated playback of a song expands students' vocabulary and helps them to better assimilate grammar, was chosen as a leading research method in this study. The research made it possible for the authors to empirically prove that folk songs can do magic in EFL class contributing to the comprehension of the foreign language in the context of culture, transforming a monotonous memorization and reproduction of language material into creative work, solving the problem of multiple repetition of a single model. The findings of the study can serve as a general guideline for university and high school faculty and pre-service teachers