THE CONTRIBUTION OF SLOW AND RHYTHMIC SONGS ON ANXIETY REDUCTION AND SELF-CONFIDENCE IN ORAL EXPRESSION AMONG DYSLEXIC AND NON-DYSLEXIC LEARNERS OF FRENCH AS A FOREIGN LANGUAGE (FLE)

Abstract:This study explores the effectiveness of slow and rhythmic songs as pedagogical tools in reducing anxiety and enhancing self-confidence in oral expression among French as a Foreign Language (FLE) learners. Focus is placed on both dyslexic and non-dyslexic students, examining how different song types influence pronunciation, anxiety levels, and spontaneous participation. Through classroom observations and teacher feedback, the study demonstrates that the integration of songs in FLE instruction provides a significant benefit for learners, especially those facing linguistic challenges. Keywords : Oral expression, dyslexia, anxiety, songs, rhythmic pedagogy.