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Introduction
It is nowadays that an increasing number of teachers have recognized the role of music in teaching oral English， since it would help English language learners in terms of sounds， paralanguage， words as well as conversational exchanges. Besson， Sch?n， Moreno， Santos and Magne （2007） define that music is an art form conveying meaning through sound， with elements of rhythm， pitch， etc. As to the songs， Setia， Rahim， Nair， Adam， Husin and Seman （2012） assert that it is a kind of language with universal feature expressing meaning through tones， rhythm as well as lyrics.
Thus， oral language and music are regarded as sharing common features from various aspects. Firstly， they have similar forms of communication model in terms of aural and oral transmitting （Setia et al.， 2012）. Secondly， Hashemi
It is nowadays that an increasing number of teachers have recognized the role of music in teaching oral English， since it would help English language learners in terms of sounds， paralanguage， words as well as conversational exchanges. Besson， Sch?n， Moreno， Santos and Magne （2007） define that music is an art form conveying meaning through sound， with elements of rhythm， pitch， etc. As to the songs， Setia， Rahim， Nair， Adam， Husin and Seman （2012） assert that it is a kind of language with universal feature expressing meaning through tones， rhythm as well as lyrics.
Thus， oral language and music are regarded as sharing common features from various aspects. Firstly， they have similar forms of communication model in terms of aural and oral transmitting （Setia et al.， 2012）. Secondly， Hashemi