It is particularly appealing to teachers because it provides an explanation to why some learners learn and others do not. Teachers have long recognized the need for students to have a positive attitude in regard to learning. A weak affective filter means that a positive attitude towards learning is present. If the affective filter is strong the learner will not seek language input, and in turn, not be open for language acquisition. The practical application of the Affective Filter Hypothesis is that teachers must provide a positive atmosphere conducive to language learning.
Songs are one method for achieving a weak affective filter and promoting language learning.
To practice a language point, lexis, etc. The enjoyment aspect of learning language through song is directly related to affective factors. Cognitive Reasons Songs also present opportunities for developing automaticity which is the main cognitive reason for using songs in the classroom. Using songs can help automatize the language development process. Traditionally, it was believed that automatization would occur through repetitive exercises in a non-communicative environment.