The Contribution of Music to the Fluent Writing Skills: Mayaz Technique.

OpenAlex · İngilizce

Introduction Native language education is conducted through the coordination of language (Wisniewski, 1996). Maintained in an unscheduled and haphazard manner in the social environment in daily life, it is conducted in a more systemic manner once the child starts school (Baratz and Hazeria, 2012). Some problems are inevitably encountered from time to time especially in teaching such in the academic environment. For instance the writing skills, being one of the narrative skills, are one of those that are not frequently used in daily life (Bas, 2002). Instead, verbal are used as the main narrative tool in general (Saglam and Dogan, 2013). Social factors are more influential in developing the verbal than developing the writing skills. Despite such difficulty, the individual is forced to develop his/her writing skills. However, one does not feel the need to employ his/her writing as often as he/ she does his/her verbal in everyday life. The fact that the individual does not use his/ her writing unless he/she is forced to do so is also supported by various studies (Basar, 2013; Cockun, 2007; Ungan, 2007; Maltepe, 2007). This, in turn, causes one's writing to remain undeveloped and lag behind the other that person may have. For this reason, it is necessary to conduct activities intended for improving the writing skills. Visual observations, travel notes, discussions, writing about something that a person listens to, critiques, composing letters, writing poems, stories and essays are considered to be among such activities. It is believed that one of the main reasons why the writing are not up to scratch is down to the teacher factor (Aydin et. Al 2013). The behavior displayed by the teacher in assessing the written narrative submitted by the pupils has a positive/negative effect on the pupils' attitude towards writing. According to the studies conducted, teachers pointed out almost all of the mistakes committed by the pupils when assessing their written narratives. In this respect, two points seem to have been found important when correcting the written narratives of the pupils. The first point is the content, the other one is the stylistic qualities. The assessment of teachers should be particularly concerned with the content of the narrative. However, teachers' tendency to focus on pupils' stylistic mistakes causes them to lose sight of the main objective of the writing skills. It is believed that this particular approach poses a barrier to the pupil's ability to develop creative writing skills. Therefore the attitude displayed by the teachers is quite significant (Demir, 2013; Temizkan, 2010). It is imperative that the contents of the writing be assessed in terms of inconsistency rather than evaluating it in terms of stylistic mistakes in the process of encouraging pupils to adopt writing (Seckin vd., 2014; Ulper, 2011; Karatay, 2010; Duran, 2013). Another factor is the failure on the part of the pupils to read enough books. Pupils with poor reading habits tend to have limited vocabulary knowledge (Odabasi vd., 2008; Yilmaz, 2012; Durualp et. al, 2013; Cifci, 2001). Such poor vocabulary knowledge, in turn, leads to written narratives that are poor and insufficient in content. In this respect, it is important to employ tools that will encourage pupils to develop their writing and contribute to their improvement in an efficient manner. One of such primary tools is music. A good number of studies point out the fact that music influences people's mood and inspires them. It is believed that the use of music as a universal triggering force that will inspire pupils to experience different emotions while writing and make them put such emotions down on paper will influence the pupils' tendency and interest in writing and that the pupils will be able to employ more words in composing their written narratives. Believing that music will influence the writing in positive manner, we have introduced the concept Fluent writing skills in this study. …