Uporaba besedil pesmi za poučevanje besedišča pri pouku angleškega jezika

This thesis examines the use of songs and song lyrics as a tool for vocabulary instruction in English language teaching (ELT). The theoretical part first defines vocabulary and its importance in language learning, highlighting its complexity beyond isolated words. It then focuses on the use songs in ELT, introducing three types commonly used in the classroom: educational songs, didacticized songs, and authentic songs. The thesis outlines the main benefits of using songs, including affective, cognitive, linguistic, cultural, communicative, and pedagogical advantages. In addition, key guiding factors to consider when choosing suitable songs for the classroom are discussed. Possible challenges, such as fast tempo, slang, and lack of time, are addressed. Finally, a section explores how song lyrics can support vocabulary development, drawing on relevant research. The empirical part is Slovenia-oriented and targets teachers and learners from year 6 onwards. It combines an analysis of widely used EFL coursebooks in Slovenia with a questionnaire conducted among Slovenian English teachers. The aim is to determine how songs are integrated into teaching materials, how they are used in practice, and how teachers perceive their value, especially in connection to vocabulary teaching. The findings show that while lyrics are viewed as a useful lexical resource and positively influence learner motivation, they are rarely used for vocabulary teaching. Coursebooks rarely include songs, and even fewer provide vocabulary-focused tasks. The results suggest a gap between the recognised potential of song lyrics and their practical application in ELT. More consistent inclusion of well-designed song-based activities in coursebooks and greater support for teachers in the preparation of tasks could help unlock the full pedagogical potential of song lyrics in vocabulary instruction.