Traditionally it has been discussed wheter the good language learner was the one with a high IQ or, conversely, had a number of qualities that distinguished him from the rest. Although most of the people are able to learn a FL to a certain degree of competition, some students are better able to learn a foreign language than others. Skehan (1998) reviewed studies on language proficiency and defined this human capacity as a triarchical concept based on “hearing, language ability and memory capacity” (p.201). The latter subcomponenet, memory capacity, is vital to understanding the process of language learning, although it still reflects a narrow view of that it means to speak a foreign language, as it is not only to recover the verbal material base on systematic knowledge of the language, but also connect with contextual knowledge, since the interaction and understanding is not independent from the context (Anderson and Lynch, 1988).

The use of songs in the classroom language can affect the development of the four basic skills of language learning, ie reading, writing, listening and speaking (Toscano Fuentes, 2011; Thaiin, 20120; Jolly, 1975) also influence in the revision or tradition of new grammatical elements and vocabulary, “practically all grammar points can be found in music texts and the texts also offer a wide variety of vocabulary, all of which can be utilized to practice the four communication skkills” (Falioni, 1993, 98).

Toscano Fuentes (2011, 188) emphasizes the fact that songs activate both sides of the brain because the pronunciation of the words, understanding, oversight thereof, rhythm and musical performance are reserved to the left hemisphere, while the melodic expression and timbre covering the words, emotions and artistic expression (nonverbal communication) are those of the right hemisphere.

While Campbell (1992, 67) says that “the more we sing, the more we strengthen the communication between the two sides of the brain” so that learning becomes more effective.

Many teachers don’t like to use music in the classroom they prefer to use another material just to improve the listening skill to their students, and also they believe music is unnecessary.

But as some say it is not necessary others say yes and use it doing various activities and believe they can facilitate the development of more effective communication in the target language helping students because music can also learn the true English.