The purpose of this research paper is to demonstrate how music can be used in the classroom by describing several methods and providing resources, as well as to demonstrate why music can benefit foreign language learning by reviewing research on the impact of music-related methods on EFL learning and teaching. The researchers relied upon the previous studies and critical and scholarly texts. This study adopts a descriptive study design, which is comprised of a quantitative study in various contexts. The results demonstrated that the complexity found in the foreign language teaching process emerges from the social and cognitive needs of the EFL learners that in most cases are ignored intentionally or unintentionally. Moreover, the process of second language learning comes with a lot of anxiety and peer pressure. Hence, it is concluded that song and music can certainly be considered as one of the useful language learning tools that aid second language teaching without putting a lot of academic pressure on the learners. The implication that can be inferred is that English teachers need to offer a learning environment that is anxiety free and at the same time serves the purpose of learning through fun activities. Songs and music can be proven to be an effective listening activity that has multiple benefits to offer. Particularly in the case of young and elementary learners, music has been used widely to teach important concepts in a fun way by second language teachers.

The paper analyses the impact of social class on speech and further magical transformation of speech, which refers here speech inventiveness. Pygmalion, which was written by Bernard Shaw and is considered to be one of the most well-known works of contemporary British theater, exploits verbal violence in the guise of common language in order to impose authority over persons who are illiterate. Professor Higgins constantly mistreats the lower class flower girl Liza (Eliza) in the play, but as a result of the phonetic teachings she receives from her, Liza finally goes through a significant social transformation. Liza gains social standing as a consequence of her phonetic education and subsequent language skill improvement, but she also feels alienated because she has left her class as a result of the knowledge she has learned and is not fully welcomed by a different class. To put it another way, Liza's education in phonetics helped her to conform to society and do so, but it did not materially improve her social status.

This article explores how George Eliot shows fathers in domestic life in her fiction by focusing on the core components of Victorian fatherhood named by Claudia Nelson, that is, “authority, guidance and financial support.” In the 19th century Britain, fathers were having privileges of ownership and authority while mothers were confined to nurturing and comforting in domestic life. Most of the researchers on fathers in Eliot’s novels have tried to analyze the father-daughter conflicted relationship from a psychological, or Freudian, perspective. Alternatively, this study by drawing upon the theories of Lucian Goldmann and Alan Swingwood, focuses on the representation of fatherhood by Eliot with the help of comprehensive and interdisciplinary supporting literary, social, and historical resources from the Victorian age. The article argues that Eliot brings up the problems of patriarchy and authority of fathers of the transitional period of the 19th century. Eliot emphasizes that fathers are actually aware of their responsibilities even if they are not always able to carry them out completely. In middle class families, the failure or success of the father as head of the family has a deep impact on the other members of the home. The article concludes that by showing weaknesses, Eliot actually yearns and desires for the perfect father and admires the “intimacy” of “rare manly fathers” of the 19th century. Thus, Eliot idealizes future where individuals recognize and fulfill their duties and avow social and familial bonds.