Among the learners of a second language, the two groups can be distinguished. The first group constitutes of the learners, who has just begun learning the language. The second group comprises the learners, who have attempted learning the language and failed to succeed. The learners of both groups are in the most difficult condition, which may be characterized as an ‘immovable point’.

Paradoxically, the teaching practices often restrain the advancement in learning the language. The traditional approach is the method based on learning the traditional grammar and vocabulary, and it proved to be effective in the case of the further development of proficiency in the native language. The application of the approach for learning a foreign language needs refinement.

But why is it only the native language can be effectively learned using the traditional approach?

The learners of the native language have acquired a vast active vocabulary and the basics about the language before the beginning of their studies in school. Even before they enter school, the language has already become a part of their process of thinking. The teachers don’t teach the language from the very beginning, they only systematize the knowledge of their pupils. The learners refine upon their skills in the mother tongue through the years in school. In this case the traditional approach is successful, and it yields almost guaranteed positive results.

But in the case of learning a second language, the approach is deprived of its expected efficiency. The learners can’t master the grammar rules effectively because they haven’t mastered the basics of the language. If the learners have no (or almost no) active vocabulary, the further studies of the language are inefficient.

How can the approach be corrected in order to facilitate the development of the learners’ skills who are in the situation of an ‘immovable point’?

The only way to adjust the approach is by the memorization of the active vocabulary. More over, the words of the vocabulary are to be exercised as frequently as possible in order to prevent their displacement to the passive vocabulary.

You can find a lot of methods for words memorization. Perhaps, the simplest techniques are flash cards and rote learning. There are a lot of methods based on association, such as the mnemonic method, the mnemonic link system and others. The key word method uses both two verbal and image memory systems.

The above listed and other techniques of memorizing a foreign language don’t produce the effect of the persistent memorization by the learners who are in the mother tongue environment. The main shortcomings of these techniques are as follows:

non-systematic approach,

direct links to (or associations with) the native language;

the absence of human emotions (which can greatly help learners in their memorization).

The mother tongue can be used for learning a second language, but it’s to be used indirectly. Otherwise, the direct linkage to the mother tongue creates a looming danger to the further development of skills in a foreign language. For example, how can you begin talking in Russian if you associate with the native language the words that you are going to use?

So, which method can produce the effect of the persistent memorization?

The only technique, which can produce persistent memorizing, is the memorization via songs. The technique uses the system of coding for humans. The process of song memorization is carried out in a foreign language. The native language can be used as a means for the analysis of lyrics. The further development of an active vocabulary may be effectively linked to the words of a song. The method has been efficiently applied in the Via Songs to Russian software.

There is an extensive attitude that a foreign song is too complex for learning by the trainees. The following questions are among frequently asked ones:

‘Are you seriously going to teach your students singing in a foreign language?’

‘Have you ever tried learning a foreign song? Try and we can all see how you may tackle emerging problems while learning a song?’

These questions aren’t quite correct. Before the beginner could start learning a foreign song, the song is to be transformed into teaching material! Otherwise, the students can face a complete failure. For example, the Via Songs to Russian software uses a new method of learning lyrics and other useful features, which have been specially elaborated for effective learning and memorizing. Using this software, you may be sure that you possess every necessary resource and feature for learning Russian songs.

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