Attitudes of students towards the use of pop songs in the 5th grade of primary school

Na glasbo moramo gledati kot na del vsakdanjega življenja, saj je potreba in pravica vsakega posameznika. Glasba ima poseben pomen v otrokovem razvoju. V tem obdobju so otroci najbolj dojemljivi za vzgojne vplive in oblikovanje, zato je ključnega pomena, kakšne glasbene vzgoje in izobrazbe je otrok v tem obdobju deležen. Glasbenopedagoške raziskave poudarjajo, da je glasba značilna sestavina otrokovega in mladostnikovega avtentičnega življenja ter ena izmed najbolj naravnih ter najbližjih oblik izražanja ustvarjalnosti. Glasba ima pomemben vpliv na oblikovanje estetskih kriterijev in vrednot, čustev, hkrati pa vpliva tudi na razvoj intelektualnih sposobnosti in lastne duševnosti. Poslušanje popularnih pesmi je ena izmed najpogostejših situacij, v katerih se učenci srečujejo z angleščino, poleg samega pouka. Popularne pesmi učencem ne omogočajo le izpostavljenosti samemu jeziku, ampak tudi kulturi in vrednotam angleško govorečih držav. Večinoma so vsebine teh pesmi učencem blizu, saj pogosto obravnavajo aktualne tematike v svetu. Cilj raziskave je bil s pomočjo anketnega vprašalnika ugotoviti stališča učencev petega razreda do uporabe popularnih pesmi pri pouku angleščineraziskati, kako je povezana raba popularnih pesmi pri pouku angleščine z motivacijo za učenje angleščineraziskati, v kolikšni meri se popularne pesmi dejansko pojavljajo pri poukuraziskati povezavo med odnosom do popularne glasbe učencev doma in v šoliraziskati, če se glasba, ki jo učenci poslušajo doma, pojavlja tudi pri vzgojno-izobraževalnem delu pri pouku angleščine ter če poslušanje angleške popularne glasbe v prostem času vpliva na učenčev uspeh pri pouku angleščine. V vzorec smo vključili 206 učencev 5. razreda osnovnih šol. Z našo raziskavo smo ugotovili, da učenci 5. razredov pri pouku angleščine relativno pogosto poslušajo pesmi, v manjši meri pa so med temi pesmimi zastopane prav popularne pesmi, ki jih učenci poslušajo v prostem času. Le manjši del učencev namreč popularne glasbe sploh ne posluša, zato bi jo bilo vseeno smiselno bolj vključevati v pouk. Pesmi, ki se pojavljajo v učbeniških gradivih, so učencem delno všeč, vseeno pa jih redko poslušajo doma oz. v svojem prostem času. Opazili smo tudi razliko v poslušanju popularne glasbe med spoloma – deklice jo poslušajo pogosteje kot dečki. Morda najbolj zanimiva ugotovitev pa je, da poslušanje popularne glasbe v prostem času pozitivno vpliva na učni uspeh učencev. Prav zato bi bilo smiselno, da učitelji v pouk tujega jezika vnašajo tudi popularne pesmi, saj pozitivno vplivajo na uspeh in so večini učencev všeč. Učenci prav tako menijo, da bi učitelji lahko bolj upoštevali njihove želje po poslušanju popularne glasbe. Pričakujemo, da bodo izsledki naše raziskave učitelje spodbudili k večjemu vključevanju popularnih pesmi v pouk angleščine in hkrati tudi k večjemu vključevanju učencev v izbor pesmi, ki se pojavljajo pri pouku angleščine.We need to look at music as a part of everyday life, as it is a need and a right of every individual. Music has a special meaning in the child\u27s development. During this period, children are most receptive to educational influences, so it is crucial what kind of music education and training the child receives during this period. Music pedagogical research emphasizes that music is a characteristic component of children\u27s and adolescents\u27 authentic lives and one of the most natural and closest forms of expressing creativity. Music has an important influence on the formation of aesthetic criteria and values, emotions, and at the same time it also influences the development of intellectual abilities and one\u27s own mentality. Listening to popular songs is one of the most common situations in which students encounter English, in addition to the English lessons at school. Popular songs give students not only exposure to the language itself, but also to the culture and values of English-speaking countries. For the most part, the contents of these songs are close to the students, as they often deal with current topics in the world. The aim of the research was to find out the attitudes of fifth grade students towards the use of popular songs in English lessons with the help of a questionnaireexplore how the use of popular songs in English lessons is linked to motivation to learn Englishinvestigate the extent to which popular songs actually appear in classexplore the connection between students\u27 attitudes towards popular music at home and at schoolto investigate whether the music that students listen to at home also occurs in English lesson instruction, and if listening to English popular music in their free time affects the student\u27s success in English lessons. We included 206 fifth grade elementary school students in the research.. Our research has shown that fifth grade students relatively often listen to songs in class, but not so much to pop songs that students listen to in their free time. Only a few students don\u27t listen to pop songs at all, that is why those should be included in EFL lessons. Students partially like the songs in their coursebooks, but rarely listen to them in their free time. We have also discovered that girls tend to listen to pop songs more often than boys. Perhaps the most interesting disovery of our research is the positive correlation between listening to pop songs in student\u27s free time and their final grades in English. We believe this is the main reason that teachers should include pop songs in their lessons- they positively influence the student\u27s grades, most of the students like them, furthermore they believe teachers should consider their wishes in pop songs selection more in the lessons. We expect that the results of our research will encourage teachers to involve more popular songs in English lessons and at the same time involve the students more in the selection of songs that appear in English lesson