Özet:

The As an alternative to traditional methods in foreign language teaching, the use of innovative approaches required by the age attracts the attention of the students. The use of tools that address multiple sensory organs in foreign language teaching both accelerates learning and ensures long-term knowledge. In this context, in addition to the visual tools, the use of audio tools as an instructional material in Arabic teaching can contribute to the more effective learning of language. In recent years, music is used in language teaching for non-native speakers. This article discusses the role of music (singing, folk songs and hymn, etc.) in language teaching/learning for those who learn Arabic as a foreign language. It also explains how music can be used to improve students' listening comprehension, phonetic knowledge, improving their speaking skills, and increasing their vocabulary. In this context, the use of music in Arabic teaching/learning as a foreign language, the use of music in the classroom environment, taking into account the pedagogical status of the students in the selection of songs and how to use the selected music parts effectively in developing language skills. Finally, the songs that will be used in Arabic teaching are presented in accordance with the basic levels (A1-A2), independent (B1-B2), which are the qualification levels stated in the ine Common European Framework of Reference for Languages CEFR.

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