Of course, not everything is so simple. The major problems that teachers have with using songs in the classroom is the non-standard grammar in many of the songs and the ‘non-serious’ image of the pop songs. The first problem is that the non-standard grammar will confuse the foreign language students. The answer to this in current research is that not all songs are suitable for foreign language classes. It is thus crucial to do the research and to choose songs suitable for learners and using appropriate grammar patterns. However, we have to admit that non-standard grammar is fairly common in daily usage of most languages and the students also have to learn to deal with it in a language they learn. In the communicative method of language acquisition, students are encouraged to work into grammar intuitively, not by memorizing rules. Grammar drills have been discredited, and most teachers understand that the "structure of the day" methodology seldom teaches what it intends, because all students are at different levels of competence. This method seems to work well, however in certain cases, combining this method with the direct instruction in the patterns of the grammar is in order. Songs can be used as an introduction for the drill, or perhaps in place of the drill and students would have opportunity to learn patterns through memorizing the lyrics, perhaps without even noticing it. This hesitancy to abandon drills is one of the enigmas in language teaching even though they are proven to have poor results. In an interesting example of the issue, songs have actually helped pass grammar tests in class because students were able to easily recall passages from songs that demonstrated the correct answer. This method of auditory recall is crucial to language learning, and can be used to reinforce grammar concepts too complex for adult language learners to grasp in a few lessons.