Professor Tom Lewis
T501 Academic Writing
September, 19 2012
KIME in teaching English
Music is defined as the reflexion of people’s soul, aspiration and inspiration as well through beautifully arranged voices and sounds. Although the former deals with songs and the latter is concerned with classic or modern instrumental music, it is worth mentioning here that all new trends in instrumental music are becoming more and more popular among young people, especially, the “dekko” music which goes beyond that.
In 1998 a Kazakh musician Zhassaral Ensepov offered a new style in playing the dombyra, a Kazakh national instrument, called “dekko” (дэкко) known as an abbreviation for the words D-dombyra, E-estrada (“stage”), K-kui (“a Kazakh instrumental music mainly performed with the dombyra”), K- komputer (“computer”), O-oryndaushy (“performer”). On the one hand, music is ideal for creating moods and associations and can enhance guided visualization, on the other hand this leads to a novel method in second language acquisition providing students' awareness of their own creative powers in a foreign language thorough cultural and linguistic intuition offered by O.V.Sergeeva (O.V.Sergeeva:2010); as a result a new method “KIME” (Kazakh Instrumental Music Effect) successfully applied in teaching English at high schools in Kazakhstan.
Teachers get students develop creative and critical thinking with background of “dekko” music, apart from this, it plants the seeds in using collaborative style where after setting a plot in music with visualization on different topics like travelling, shopping and other themes, learners are supposed to share ideas, solutions and present final one to their peers. Yet, one of the most important features of “KIME” is that everyone can make the most of music to learn and retain what he has done. Furthermore, “KIME” language activities are open and easy to fit any student’s level.