Teaching and learning of English as a foreign language in the 1st and 2nd cycle of primary school should be enriched by the use of appropriate songs, since they represent an excellent example of age-appropriate learning materials and are proven to have a positive effect on different areas that are important for successful language learning (e.g. students’ motivation, self-esteem, memory, concentration etc.) and, consequently, the language development of young foreign language learners itself. However, in order to achieve the desired effect, it is particularly important that the foreign language teachers have the right attitude towards songs, are aware of the advantages of using songs in the lessons and, at the same time, have sufficient knowledge and adequate materials for the appropriate and, consequently, effective use of songs for the development of various aspects of the language. The results of the quantitative research, which was attended by 109 Slovenian teachers of English as a foreign language in the 1st and 2nd cycle of primary schools, showed that teachers perceive songs as an important and effective learning material and are aware of their positive impact on pupils' language development, but use them, especially in the 2nd cycle, less frequently. Furthermore, the obtained data showed that the teachers in general use the appropriate procedures for teaching songs, are familiar with the most important criteria for selecting appropriate songs and diverse sources of additional songs. The data also showed that teachers generally do not face often with restrictions while using songs in the classroom, but still have some problems with measuring pupils' language progression after using songs, lack of time to teach songs appropriately and sometimes face with inadequacy of the songs in the textbooks in regard to the needs of the class and a lesson. It was also found that teachers use songs for the development of various language aspects, but not so much for the teaching and development of grammatical structures, reading and writing skills. The results also showed that teachers from a sample in general rate their knowledge and skills for effective use of songs as medium or good, but not without shortcomings and want additional professional training in this field. Information on the teachers’ opinion about songs included in school textbooks and teacher manuals has shown that the teachers want more diverse songs and information about how to use them in the classroom, which would enable them to effectively teach and develop different aspects of the language. Especially authentic and traditional songs are missed by the teachers, which would enable them to develop the students' cultural awareness.
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