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The Use of Songs in Teaching Foreign Languages
... Another aspect that increases the musical character of a genre is melody. Jolly who taught beginners and intermediate Japanese courses for which she used songs as supplements, found that songs not only provided some variation that made work on language appear less tedious but also helped to teach certain aspects of language [24]. In 'class evaluations' at the end of term, students themselves thought that the songs created a 'relaxed and enjoyable atmosphere' and contributed to vocabulary learning as well as to a better understanding of Japanese culture [24]. ...
... Jolly who taught beginners and intermediate Japanese courses for which she used songs as supplements, found that songs not only provided some variation that made work on language appear less tedious but also helped to teach certain aspects of language [24]. In 'class evaluations' at the end of term, students themselves thought that the songs created a 'relaxed and enjoyable atmosphere' and contributed to vocabulary learning as well as to a better understanding of Japanese culture [24]. From the teacher's perspective, songs supported the development of pronunciation, grammatical structures, vocabulary, and idiomatic expression, which led her to conclude that 'there is an innate receptiveness in us to respond to the rhythmic patterns of language' and that 'we are merely capitalizing on' by using songs in the FL classroom [24]. ...
... In 'class evaluations' at the end of term, students themselves thought that the songs created a 'relaxed and enjoyable atmosphere' and contributed to vocabulary learning as well as to a better understanding of Japanese culture [24]. From the teacher's perspective, songs supported the development of pronunciation, grammatical structures, vocabulary, and idiomatic expression, which led her to conclude that 'there is an innate receptiveness in us to respond to the rhythmic patterns of language' and that 'we are merely capitalizing on' by using songs in the FL classroom [24]. ...
This scholarly article investigates the impact of diverse songs on second language (L2) learning, emphasizing cognitive, kinesthetic, and emotional engagement. This research recognizes songs as literary expressions, specifically through the lens of lyrics as literary texts, and explores their historical and ongoing significance in L2 education. Beyond linguistic proficiency, the article delves into the broader implications of integrating songs into language education. Educators observe that incorporating music fosters a positive learning environment, contributing to increased motivation and engagement among learners. The discussion in this article addresses the gaps in the integration of literary texts, including songs, into language education. It criticizes the tendency of tertiary foreign language programs to overemphasize 'literature' at the expense of linguistic aspects and the opposite approach at the lower secondary level, which focuses on linguistic aspects while neglecting literary involvement. The results of this literature review highlight the need to recognize the profound impact that literary texts, including songs, have on individual learners, urging the incorporation of artistic elements into language teaching practices in a more comprehensive and balanced manner. This article emphasizes that literature, through stories and narratives, contributes to the emotional development of learners, fostering empathy and understanding of 'otherness.' This research advocates the balanced and thoughtful integration of literature in FL classrooms, recognizing its capacity to go beyond language instruction and contribute to broader education and individual growth.
... Due to the cultural attachment, sometimes songs cannot be translated because they are part of the way a group of people think or live and they have different phonemes so we cannot reproduce them using the same tones. The use of music in a foreign language classroom really helps to foster the 4 skills (reading, writing, listening and speaking) as (Jolly, 1975;Thain, 2010;Toscano-Fuentes, 2010) state and they influence positively in the incorporation of new grammatical elements and vocabulary (Falioni, 1993). ...
... As they were listening to the teacher they had to clap, use music signals or interact in English at the same time. As (Peregoy & Boyle, 2008;Saricoban & Metin, 2000) highlight, music helps English learners to develop the 4 skills furthermore boosts their motivation (Bartle, 1962;Jolly, 1975;Richards, 1969 One of the main difficulties CLIL teachers face is the lack of authentic and useful material to assess appropriate written and oral texts. The creation of this material requires teachers, who are experts on CLIL methodology, to know the content of the subject and master the foreign language, for this reason the bank of material is growing progressively. ...
... In turn, (Vlachos, 2009) explained the implementation and results of webquests in the CLIL classroom, (Gaballo, 2010) reflected on the use of digital resources in bilingual subjects. The next line of research aims to teach music through CLIL, teaching a foreign language through music benefits to learn the target language (Bartle, 1962;Jolly, 1975;Peregoy & Boyle, 2008;Richards, 1969;Saricoban & Metin, 2000). In the same vein music helps learners develop their listening, speaking, reading and writing skills and due to its cross-curricular nature boosts students' motivation. ...
Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The specific objectives are to teach music in English by integrating content, cognition and vocabulary through communication and the use of new technologies. This approach makes the design and implementation didactic, audiovisual and multimedia. Cuadernia: digital notebook composed of flash files, videos and audios, and gamification strategies. Quizziz: multiplayer questionnaire of class contents, based on teaching music through a cooperative methodology and gamification, are applied as options with a great educational projection, with information and innovative pedagogical experiences and potential to work together in the classroom with different levels of the subject. The results that follow the Likert scale reflect high student satisfaction with regard to teaching methodology, content acquisition, teacher training, ICT and resources. As a conclusion, of the coincident results between the professor and the students, we would like to implement it in the coming years.
... A great deal of researcher and teacher developed or proposed techniques and activities to exploit songs in second language classrooms. (Murphey 2010, mccarthy 2009, Shen 2009, Eken 1996, Medina 1993, Purcell 1992, Jolly 1975, Richards 1969.They explained how songs provide benefits and could be used in different types of techniques. ...
... A great deal of researcher and teacher developed or proposed techniques and activities to exploit songs in second language classrooms as well. Shen 2009, Davanellos 1999, Eken 1996, Medina 1993, Jolly 1975, Richards 1969.They explained how songs could be used different types of techniques. ...
... As early as 1969, Richards suggests that using songs can help to teach vocabulary, sentence patterns and syntax, polite formulae, rhythm and stress, and sounds. He also asserts that a language teacher can build up and then use a collection of songs which carry instructional value such as having grammar, conversational expression etc. Jolly (1975) asserts that songs not only can be beneficial for raising and maintaining motivation but also be effective for mastering course features such as pronunciation, grammatical structure, vocabulary and idiomatic expressions, cultural exposure. Most of the time songs have fixed impressions and idiomatic language elements. ...
ABSTRACT
The use of music and songs in language teaching has been widely investigated and many researchers have reported
positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich
students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for
utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs
in a four-step framework and discusses how language learning can be facilitated with this method. The four-step
framework is described and techniques under each step are verified. Proposed method is expected to provide
teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable
teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and
lead to development of four basic language skill.
Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills
... A keen and unceasing interest in the matter is exemplified by the continuing publication of pedagogical articles on the use and usefulness of pop songs for second language (L2) teaching and learning over the years (e.g. Stocker, 1923;Richards, 1969;Gelman, 1973;Jolly, 1975;Abrate, 1983;Baechtold & Algier, 1986;Murphey, 1987;Dethier, 1991;Arleo, 2000;Foncesa Mora, 2000;Kao & Oxford, 2014), many with confident titles such as "Justified and ancient: Pop music in EFL classrooms" (Domoney & Harris, 1993), "Connecting the powers of music to the learning of language" (Adkins, 1997) and "Music works: Music for adult English language learners" (Lems, 2005). ...
... When selecting a song, teachers must bear in mind a myriad of factors, including the suitability of both its content and its language for their students. In particular, teachers need to consider the vocabulary used in the lyrics and whether it is appropriate for the target learners (Richards, 1969;Jolly, 1975;Murphey, 1990a;Purcell, 1992;Smith Salcedo, 2002;Aquil, 2012). When discussing the suitability of vocabulary, one relevant question is: How many words do learners need to know to gain adequate comprehension of authentic English songs used as teaching material? ...
... As we have seen in Chapter 1, a recurrent claim in the pedagogical literature is that songs are useful to teach vocabulary, including longer multi-word units (e.g. Jolly, 1975;Baechtold & Algier, 1986;Abbott, 2002;Kerekes, 2015). Informal discussions with language teachers, website searches and a review of various ESL/EFL textbooks also indicated that songs are frequently used to teach aspects of word knowledge. ...
The present thesis addresses the following question: Can popular songs as they are currently used in second and foreign language classrooms benefit lexical learning? Lexical learning is defined as the acquisition of new vocabulary as well as the consolidation and further elaboration of familiar words and phrases. To answer this research question, three methodologically distinct studies are reported.
In the first study an international questionnaire explored teacher cognitions as well as actual teaching practices involving songs. The responses of 568 informants in 41 countries indicate that a majority of respondents believe in the usefulness of songs for language learning and that many respondents utilize songs in class for clearly defined pedagogical purposes, including vocabulary learning. The questionnaire also elicited information from the respondents about the way they incorporate songs in lessons, including details about how often a song is played and what types of form- and meaning-focused activities are used to engage learners with the lyrics of a song.
The second study investigated the lexical characteristics of teacher-selected songs and the vocabulary learning opportunities they afford. For this purpose, a corpus of 635 songs used for ESL/EFL purposes, comprising 177,384 tokens, was compiled and analysed. Results indicate that teacher-selected songs are short, repetitive and relatively undemanding as far as lexis is concerned compared to other authentic text genres. Knowledge of the 4000 most frequent word families of English provides 98% coverage of the running words in this song corpus. Little difference was found in terms of the overall vocabulary demands between songs intended for use with beginners, intermediate and advanced learners.
The third study investigates whether participating in a song-based lesson results in higher verbatim text retention compared to a lesson based on a poem or a prose text. For the sake of ecological validity, the procedures and the materials used in the classroom intervention study were informed by the findings of the teacher questionnaire (study one) and the song corpus analysis (study two). Results indicate that a song-based
language lesson but also a poem-based lesson result in significantly higher recognition and cued recall of verbatim text than a lesson based on a prose text.
In response to the overall question, this thesis provides evidence that songs as they currently tend to be used by language teachers around the world indeed benefit certain aspects of lexical learning, perhaps in particular the entrenchment in memory of already (half-)familiar words in association with their phraseological patterning. It is argued that, while certain structural characteristics of songs (and poems) have the potential of rendering text (and the lexis therein) memorable, it is the way that songs tend to be exploited in the classroom that capitalizes on this mnemonic potential.
... We have had studies on the use of music and songs in the English classroom for decades, even prior to MI. Bartle, Richards, and Jolly [18][19][20] already defended the use of music in a context of language acquisition for its linguistic benefits and the motivational interest it generates in language learners. We can argue the strong relationship between music and language since there are several researches in the fields of cognitive sciences, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition and Second Language Acquisition [17]. ...
... Nonetheless, it is crucial to highlight that both groups benefited from the training of explicit phonetics. In addition to the studies previously mentioned that show the benefits of the use of song in the classroom [15][16][17][18][19][20], other studies are in keeping with our research: the first study with 3-year-old participants [74] showed significant differences between children trained in music and children trained in visual arts, with the music group students showing significantly greater improvement in phonological awareness tasks. Music students outperformed the children trained in visual arts. ...
This article aims to analyze the use of musical intelligence (Howard Gardner) as a tool to facilitate individuals" pronunciation. A study with Emirati participants who have Arabic as L1 has been conducted to see if participants in the experimental group, who were trained in English pronunciation through music, achieve greater outcomes than those in the control group, who were trained through a more traditional way (by listening and repeating exactly the same content as the experimental group). The results will be compared to our previous studies also related to Multiple Intelligences.
... I planned to teach English language to my post graduate students through using content analysis of the selected pop songs from America (Satyan, (2020) p. 37). And Jolly's (1975) article "The use of songs in teaching foreign languages" ...
... He suggested reconstructing the new methods of teaching instead of old ones. Similarly, Jora (2021) emphasized classroom interaction, Jolly (1975) use of songs in the language class, and Satyan (2020) pop songs from America. All these literatures were about how to make the language proficiency of students rewarding. ...
This paper proposes teaching Gha͂tu folk dance as a performing art in EFL classes for effective teaching and learning activities. Like dance performance, language skills are also performing arts. The study examines the English language proficiency of intermediate students in general. Their performance is not as satisfactory as expected. One major finding of the study is that the relationship between teachers and students and students to students is not harmonious. Gha͂tu can play a catalytic role in maintaining the relations between teachers and learners. This cultural activity is the source of good human relations, good coordination, patience, group work, devotion, submissiveness and many more. This article explores how this cultural activity enhances the teaching-learning activities in EFL classes, what factors are affecting students’ performance, and how Gha͂tu inspires teaching-learning pedagogies. But it has not been studied from this perspective yet. So, Gha͂tu is to be introduced in the syllabus. The study employs the human relations theory to interpret and analyze this Gha͂tu cite and relate it to this research. Teaching Gha͂tu folk dance in EFL classes can create an exciting environment as it is a new teaching pedagogy. This makes all the students actively participate in teaching-learning activities. Gha͂tu can make classroom activities effective, active, and interactive if it is introduced in the syllabus. The active participation of both language and literature students enhances the English language proficiency in EFL classes.
... It has long been argued that pop music and songs can support modern foreign language learning (Jolly, 1975) and growing quantitative research support for this belief, for different L2 domains, has been found (Alisaari & Heikkola, 2016;Degrave, 2017;Ludke, 2018;Werner & Tegge, 2021). Many foreign language learners (and many of their teachers) also believe in the power of music to support learning and memory (Ludke, 2020). ...
... Historical overview of music and songs used in foreign language learning and teaching Music has long been a part of foreign language teaching and learning with several foreign language teaching methods and approaches viewing the use of music and/or pop songs as an important part of the teaching procedure (Jolly, 1975), albeit this represented a ...
There is currently little information about the kinds of foreign language pop music, songs and activities used by language learners in informal learning contexts. This systematic analysis provides an overview of research from 2010–2020 in an attempt to describe how foreign language learners find, listen to, and engage with pop songs from another country or culture and how this can lead to increased informal language learning, using qualitative observations and interview responses found in published articles to conduct thematic analysis using grounded theory. Thematic analysis resulted in six themes within the peer-reviewed qualitative journal articles, and we argue that more research is needed into learner perspectives and about how learners engage autonomously with L2 pop music in informal language learning.
... 98). This opinion is shared by many other authors, who either implicitly or explicitly encourage teachers to augment music activities in their classrooms in view of the evident advantages of music and songs to learning outcomes (e.g., Engh, 2013b;Griffee, 1988;Jolly, 1975;Salcedo, 2010). Nevertheless, in all but very few cases, it proves rather difficult for the authors to provide evidence to support their views to the effect that music is being underutilized in language classrooms. ...
... It was found that the teachers from all three levels of education held overall positive beliefs about music and songs as a teaching technique and recognized their psychological and pedagogical benefits for language learning. The teachers' beliefs generally reflected research findings in linguistics, education, and cognitive psychology on the positive impact of music and songs on second language teaching and learning (Engh 2013b;Jolly, 1975;Richards, 1969). Most of the teachers believed music activities can be used at all educational levels and are appropriate for students of all proficiency levels. ...
Regardless of numerous studies supporting the effectiveness of utilizing music and songs in second language teaching, there is a remarkably limited amount of research investigating how music and songs are actually used by language teachers and the beliefs underpinning their practices, particularly in the Malaysian educational context. This qualitative study explored Malaysian ESL teachers’ beliefs and practices with regard to the use of music and songs in language instruction at different levels of education as well as factors influencing their instructional practices. The research participants consisted of five primary-level, five secondary-level and five tertiary-level ESL teachers working at public and private educational institutions, who were selected using purposeful sampling strategy. Data were gathered through individual semi-structured interviews and analyzed using Miles and Huberman’s (1994) framework for qualitative data analysis. Findings of the study indicated the ESL teachers from all three levels of education held overall positive beliefs about the benefits and appropriateness of music and songs as a teaching tool and utilized them in various ways to promote students’ language learning. A number of factors were found to influence the teachers’ use of music and songs in their classrooms. The findings of the study have implications for various educational stakeholders.
... The use of music to aid child L1 linguistic abilities and adult L2 language acquisition is well documented (e.g. Abbott, 2002;François et al., 2013;Jolly, 1975;Kraus & Chandrasekaran, 2010;Richards, 1969;Tallal & Gaab, 2006). Considerable research has argued that introducing music to a language learning context provides not only linguistic benefits but also motivational and affective benefits, as learning through music can help reduce learners' anxiety and increase their self-confidence (e.g. ...
... With respect to L2 listening, previous research has explored how music can be incorporated into classroom learning to bolster perception of non-native segments and prosodic structures along with higher-level lexical and syntactic patterns (e.g. Engh, 2013;Jolly, 1975;Richards, 1969). This has extended into Mandarin tone research, which has meticulously investigated the effects of prior music and linguistic experience on tone perception (e.g. ...
Lexical tone languages like Mandarin Chinese require listeners to discriminate among different pitch patterns. A syllable spoken with a rising pitch (e.g. bí 'nose') carries a different meaning than the same syllable spoken with a falling pitch (e.g. bì 'arm'). For native speakers (L1) of a non-tonal language, accurate perception of tones in a second language (L2) is notoriously difficult. Musicians, however, have typically shown an aptitude for lexical tone learning due to the unique perceptual demands of music. This study tested whether musical effects can be exploited to improve linguistic abilities in the general population. A pre-test, 8-week training, post-test design was used to measure L1 English participants' sensitivity to tone. Individual Differences Scaling was used to measure participants' weighting of pitch height and movement cues. Participants took part in classroom Mandarin learning only (+L2), musical ear training only (+Music), or classroom learning combined with musical training (+L2+Music). An L1 Mandarin group served as a baseline. At pre-test, mean sensitivity to tone and multidimensional scaling results were similar across all three L1 English groups. After training, all three L1 English groups improved in mean sensitivity, though only the +L2+Music group did so at a significant rate. Multidimensional scaling revealed that all groups increased their weighting of the more informative pitch movement cue at roughly equal rates. Short-term musical training thus affected change in cue weighting of linguistic pitch in a manner comparable to that occurring after a semester of L2 classroom learning. When combined with classroom learning, short-term musical training resulted in even greater sensitivity to pitch movement cues. These results contribute to models of music-language interaction and suggest that focused application of non-linguistic acoustic training can improve phonetic perception in ways that are relevant to language learning.
... Nowadays, teaching English as a Foreign Language through music and songs seems to be beneficial for the learning process of the target language (Peregoy & Boyle, 2008;Saricoban & Metin, 2000;Bartle, 1962;Richards, 1969;Jolly, 1975). This is true in that using music helps English language learners to develop their listening, writing, reading and speaking skills (Peregoy & Boyle, 2008;Saricoban & Metin, 2000) as it boosts students' motivation (Bartle, 1962;Richards, 1969;Jolly, 1975). ...
... Nowadays, teaching English as a Foreign Language through music and songs seems to be beneficial for the learning process of the target language (Peregoy & Boyle, 2008;Saricoban & Metin, 2000;Bartle, 1962;Richards, 1969;Jolly, 1975). This is true in that using music helps English language learners to develop their listening, writing, reading and speaking skills (Peregoy & Boyle, 2008;Saricoban & Metin, 2000) as it boosts students' motivation (Bartle, 1962;Richards, 1969;Jolly, 1975). ...
Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.
... Pero todavía hay muy poca investigación sobre cómo los fans musicales mejoran su competencia lingüística (Ludke; Morgan, 2022) al participar en comunidades centradas en la comprensión, la traducción y el comentario de letras de canciones. Creemos que es necesario llenar este nicho de investigación por dos motivos: la música es una actividad de entretenimiento cultural importante (Werner; Tegge, 2021), y hay un consenso sobre su efectividad como instrumento para aprender idiomas en general (Jolly, 1975;Ludke, 2020) y en el aula (Bennett, 2019). ...
Examinamos cómo los jóvenes chinos aprenden español y cultura hispana de manera autodidacta, a través de la comprensión, traducción y comentario de letras de reggaetón en NetEase Cloud Music. A diferencia del paradigma habitual de escuchar música individualmente, esta plataforma incentiva a los usuarios a crear y compartir contenidos.Empleando la etnografía virtual (Sauro, 2017; Vazquez-Calvo et al., 2019), realizamos 3 entrevistas con 2 traductores representativos (una ingeniera y un estudiante de traducción inglés-chino). Además, recopilamos sus 60 canciones traducidas y 234 comentarios publicados durante nuestra observación de 6 meses (7/2022-1/2023). Con análisis del contenido y del discurso, identificamos con Atlas.ti las regularidades más importantes. Los resultados revelan que: 1) la estructura horizontal y la división flexible de roles de la plataforma (Li & Cassany, 2023) fomentan la iniciativa personal y la cooperación, contribuyendo a co-construir conocimiento en espacios de afinidad (Gee, 2017); 2) el uso crítico de herramientas tecnológicas y la validación cruzada de fuentes permiten explorar fenómenos particulares del español latinoamericano (seseo, inversión silábica, etc.); estos aspectos están subrepresentados en los manuales de español peninsular usados en China (Lu, Zheng & Ren, 2019); 3) más allá de la traducción lingüística, los aficionados actúan como mediadores culturales, utilizando anotaciones entre líneas de la letra y comentarios a parte para facilitar la comprensión intercultural y la construcción de identidades. Estos hallazgos sugieren que la incorporación de prácticas lingüísticas informales en el aula formal de idiomas puede aumentar la motivación de los aprendices y promover la diversidad lingüística y cultural.
Palabras clave: etnografía virtual, aprendizaje autodidacta de idiomas, comprensión intercultural, espacios de afinidad
Referencias:
Gee, J. P. (2017). Affinity spaces and 21st century learning. Educational Technology, 57(2), pp. 27-31.
Li, Y. C., & Cassany, D. (2023). Informal learning of Spanish in a Chinese music fan community. Profesional de la información/Information Professional, 32(6). https://doi.org/10.3145/epi.2023.nov.05
Lu, X., Zheng, Y., & Ren, W. (2019). La motivación en el aprendizaje de ELE: el caso de hablantes de L1 chino en niveles universitarios. Círculo de Lingüística Aplicada a la Comunicación, 79, pp. 79-98.
Sauro, S. (2017). Online fan practices and CALL. Calico Journal, 34(2), pp. 131-146.
Vazquez-Calvo, B., Zhang, L. T., Pascual, M., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language learning & technology, 23(1), pp. 49-71.
... Listening to the repeated rhythm and lyrics could effectively enhance students' memorisation as well as vocabulary, sentence structures and sentence patterns usage (Millington, 2011;Wrenshall, 2002). Moreover, another characteristic of songs which constitute their effectiveness in teaching and learning process is that songs reflect mother tongue's culture (Jolly, 1975) when "language and music are interwoven in songs to communicate cultural reality in a very unique way" (Shen, 2009). For all above reasons, the author believes that learning metaphors through songs and music is a practical and attractive way to students. ...
The objective of this research is to explore the syntactic and semantic parallels and distinctions in love metaphors found in English and Vietnamese songs. To accomplish this, love metaphors from a selected number of songs in both languages are gathered and examined. The results indicate that there are several syntactic and semantic similarities between English and Vietnamese love metaphors. The variances in metaphors across the two languages largely stem from cultural influences. Following the analysis and discussion, several strategies are proposed to enhance metaphor learning among students.
... , 의미 없이 분화된 지식에 대한 통찰력의 중요성이 강조 되면서 20세기 초부터 모색되기 시작했다 (Fogarty & Stoehr, 2007 (Brinton, Snow, & Wesche, 1989;Grabe & Stoller, 1997 (Abril, 2003;Jolly, 1975). Gardner(1983) Flohr, 2006;Miller, 2008;Mizener, 2008) There is a growing need to integrate academic disciplines to prepare individuals with abilities to solve complicated issues and problems that are challenging the present world. ...
... Pero todavía hay muy poca investigación sobre cómo los fans musicales mejoran su competencia lingüística (Ludke; Morgan, 2022) al participar en comunidades centradas en la comprensión, la traducción y el comentario de letras de canciones. Creemos que es necesario llenar este nicho de investigación por dos motivos: la música es una actividad de entretenimiento cultural importante (Werner; Tegge, 2021), y hay un consenso sobre su efectividad como instrumento para aprender idiomas en general (Jolly, 1975;Ludke, 2020) y en el aula (Bennett, 2019). ...
... However, there is as yet very little research about how music fans improve their linguistic proficiency (Ludke; Morgan, 2022) by engaging in a community centered around understanding, translating, and commenting on song lyrics. We believe it is necessary to fill this research gap for two reasons: listening to pop music is an important cultural entertainment activity (Werner; Tegge, 2021), and there is widespread consensus about the usefulness of music as a tool for language learning both outside (Jolly, 1975;Ludke, 2020) and inside the classroom (Bennett, 2019). ...
In the context of digitalization and participatory culture, pop culture has sparked numerous online linguistic practices exhibiting the potential for informal language learning. This study centers around an online community consisting of Chinese fans of Spanish-language pop music. Adopting the virtual ethnography approach and using mixed methods including interviews and web-crawling of fan production, we collected data from one particular member who devotes his free time to translating Spanish-language song lyrics into Chinese, and we analyze how informal language learning takes place in this context. Our results indicate that 1) the flexibility of roles and collaborations within the community contribute to the co-construction of knowledge; 2) fan practices are fueled by the technology-facilitated fulfillment of emotional needs and the formation of a shared identity; and 3) systematic strategies appear when amateur online translators go about trying to translate colloquial expressions in a foreign language. Among these strategies are the triangulation of meanings across lyrics, the use of multiple online tools, a reliance on feedback from fellow community members, and a critical approach to sources with an eye to ensuring their reliability. These findings showing highly specialized information retrieval and critical literacy skills in fan practices could serve as inspiration for integrating lyrics translations into formal language education to enhance the acquisition of non-standardized vocabulary and the cultivation of critical thinking.
... It has been observed that children's interest in Turkish songs increased with the dances they learned in the 23 April National Sovereignty and Children's Day ceremony activities. Many researchers (House, 1997;Jolly, 1975;Shin, 2006) state that songs are an important source of motivation in the language learning process. ...
This research aims to describe primary school children’s life and education experiences who escaped from the war environment in Syria and took refuge in Turkey. The study was conducted with an ethnographic research design. The study participants comprised fourth-grade students, teachers, parents, and the close social circle of Syrian nationals who stayed in the temporary shelter in Turkey. Observation, interview, field notes, researcher’s diary, and ethnographic photograph were used to collect the research data. Content analysis was used in the analysis of the research data. As a result of data analysis, the lives of Syrian children and families in the temporary accommodation centre, before and after the asylum, the socio-economic life of the container city, and the daily life routines of the children in the camp are described. The research proposes to conduct more ethnographic research with children under temporary protection, describe their life stories and indigenous perspectives, organise events that will bring together local children and children in the shelter, and increase studies on teaching Turkish to foreigners.
... Music and songs play important roles in language studies because they represent the forms of communication through rhythmic and melodic content so that the students can adapt this method to the real conversation (Jolly, 1975, p.11). A routine task in listening to music and singing the song would aid the students to enhance their pronunciation skills since the repetition and melody offered by songs could stimulate the students to memorize and drill the vocabulary knowledge, grammatical structure, and pronunciation, thus the learners would be more prepared in the real-life conversation (Coyle & Gracia, 2014;Cunningham, 2014;Farmand 1 & Pourgharib 2 , 2013;Jolly, 1975;Mora, 2000;Moradi & Shahrokhi, 2014) Due to these reasons, this study explored EFL college students' learning experience when learning pronunciation by utilizing 'Smule Sing!' karaoke app to explore whether listening and singing activity is effective to help EFL learners in producing pronunciation devices (word stress, rhythm, and intonation, sounds). Since EFL college students experience online learning, they build an autonomous learning behavior to keep them on the learning track. ...
The use of karaoke songs as an instrument to learn English pronunciation is considered to be an enjoyable learning method especially to enhance English as Foreign Language (EFL) students' pronunciation skills. In discourse activities, unclear pronunciation might affect the interpretation among peers which might lead to misunderstanding or miscommunication. Because the world is becoming more global, EFL college students as future generations will need to improve their English pronunciation to participate in future international meetings. As Smith (2003) stated, native speakers, tended to be concerned about pronunciation when having conversations with non-native speakers. To minimize misinterpretation, English pronunciation should be given higher attention in listening and speaking instruction. This study surveyed 30 EFL students' experience of learning pronunciation by utilizing a karaoke app, more specifically after listening to an English song and singing via 'Smule-Sing!' karaoke app. This study explained that the listening and singing activities through 'Smule-Sing!' karaoke app assisted EFL learners to produce clear pronunciation devices including word stress, rhythm, intonation, and sounds. However, there are some limitations regarding melody rate and unfamiliarity with the sounds which need to have further research. This study implies the English language and pedagogy to promote and facilitate autonomous learning strategy in EFL students' learning process.
... Song can be interesting to the children, because children like to sing, and children enjoy singing and they will have a good respond to sing song. According to [7], using song can also give learners the opportunity to acquire a better understanding of the culture of the target language. So that's why song has an advantage in running the learning process of Teaching English to Young Learner in early aged. ...
... (Oh, 2015). Various scholars like Kuśnierek (2016), Murphey (1992), Eken (1996), Lenka (2011), Baoan (2008), and Jolly (1975 have worked on the idea that curriculum can have pop songs. Stanislawczyk and Yavener (1976) believe that song is a useful tool in linguistic practice. ...
Along with Hindi, English is given a status of an official language in India as per the Official Language Act, 1963.(Dept. of Official Language, India). English is studied in India as a Second Language and so English is the most sought after language in India. There are many university students who aspire to obtain a Bachelor’s and a Master’s degree in English. With a view to make the process of teaching English language interesting as well as enriching, some popular English songs were selected for the class of postgraduate students of English Language. It was realised, during and after the activity, that pop songs can be effectively used in an English Language class. Songs and music have a natural quality to induce interest and enthusiasm to the listeners/learners and so it was aimed to redirect the students’ attention to the linguistic varieties present in the songs. As the songs are easy to memorise, they effortlessly develop English vocabulary of the students. These songs are selected to learn the use of adjectives, figures of speech and idioms. The whole process of learning English Language through popular songs also helped students to improve their listening comprehension. The present paper is an attempt to study how content analysis of the selected pop songs is proved effective and impactful in the postgraduate class of English Language. The songs for the present study are selected from a popular album named Imagined Dragon.
... • Efectos de la música vocal: las canciones El uso de canciones en las aulas de idiomas puede afectar el desarrollo de las cuatro destrezas básicas del aprendizaje de lenguas: lectura, escritura, audición y habla (Toscano-Fuentes, 2011;Thain, 2010;Jolly, 1975), ademas de influir positivamente en la revisión de nuevos elementos gramaticales y de vocabulario. Toscano-Fuentes (2011) resalta el hecho de que las canciones activan ambas partes del cerebro debido a que la pronunciación de las palabras, la comprensión, la supervisión de las mismas, el ritmo y la ejecución musical están reservados al hemisferio izquierdo, mientras que, la expresión melódica y el timbre que cubre a las palabras, las emociones y la expresión artistica son propios del hemisferio derecho. ...
El siguiente Trabajo de Fin de Grado nos presenta la canción como herramienta didáctica a la hora de enseñar inglés, a cualquier nivel, aunque de manera más concreta en Educación Infantil y Primaria. Justificando la importancia, las características y tipos que existen, y los inconvenientes y ventajas que nos puede proporcionar dicho material en los alumnos y alumnas. Además, se incluyen una serie de pasos a seguir para la correcta selección de canciones y cómo trabajarlas dependiendo del nivel del alumnado. Para apoyar la parte teórica, se ha diseñado una unidad didáctica para alumnos del segundo ciclo de Educación Infantil, que gira alrededor del uso de dos canciones para la adquisición de conocimientos. Esta propuesta se ha llevado a la práctica para poder sacar conclusiones por parte de la autora.
... It also provided the right answers if they make mistakes while filling up the answers in exercises. It explores the unknown and the tool acts as a support, which enhances the students' capacity of thinking as part of problem-based learning system [34]. This encouraged the students to learn more and monitor their progress in performance. ...
Language learning is an emerging research area where researchers have done significant contributions by incorporating technological assistantship (i.e., computer- and mobile-assistant learning). However, it has been revealed from the recent empirical studies that little attention is given on grammar learning with the proper instructional materials design and the motivational framework for designing an efficient mobile-assisted grammar learning tool. This paper hence, reports a preliminary study that investigated learner motivation when a mobile-assisted tool for tense learning was used. This study applied the Attention-Relevance-Confidence-Satisfaction (ARCS) model. It was hypothesized that with the use of the designed mobile- assisted tense learning tool students would be motivated to learn grammar (English tense). In addition, with the increase of motivation, performance outcome in paper- based test would also be improved. With the purpose to investigate the impact of the tool, a sequential mixed-method research design was employed with the use of three research instruments; Instructional Materials Motivation Survey (IMMS), a paper-based test and an interview protocol using a semi-structured interview. Participants were 115 undergraduate students, who were enrolled in a remedial English course. The findings showed that with the effective design of instructional materials, students were motivated to learn grammar, where they were positive at improving their attitude towards learning (male 86%, female 80%). The IMMS findings revealed that students’ motivation increased after using the tool. Moreover, students improved their performance level that was revealed from the outcome of paper-based instrument. Therefore, it is confirmed that the study contributed to designing an effective multimedia based instructions for a mobile-assisted tool that increased learners’ motivational attitude which resulted in an improved learning performance.
... The notion of competency lies fairly firmly within the field of "knowing how" rather than "knowing that". Modernization of Russian education and the federal state educational standards provide a detailed description of the role and place of the key (basic, universal) competencies of a specialist (Kolkova, 2003). ...
In modern conditions of rapid development of international contacts and ties in culture, politics, economics and other spheres, practical knowledge of foreign languages becomes a real necessity and an indispensable condition for a successful career. Educators and researchers in recent decades have increasingly focused on the unity of motivational-cognitive and behavioral components in the graduate's personality structure. The broader concepts reflecting this unit turned out to be "competence" and "being competent." Contextual analysis of the concepts "competence" and "professional competence" indicates that various approaches to their interpretation have now been developed. The competence-action approach could implement the conceptual idea of modernizing the teaching and learning process, that is, ensuring mastery of communicative activities through the development of a set of competences focused on opportunities, skills, needs, cognitive activity and creativity of the students with clear political implications. It is concluded that, the competence in foreign languages is based on the development of constitutive capacities, such as: linguistic, communicative, transcultural, sociocultural, intellectual, educational, professional and critical thinking.
... Repeated listening to and singing the song lyrics also raises their awareness of pronunciation subtleties and speech processes occurring at the boundaries between individual words in multi-word units (linking, assimilation, elision), and provides connected speech-oriented pronunciation practice. Interestingly, while rote repetition in general is said to bring monotony in language classes easily, the use of songs (repetitive as they are) helps to stave off classroom boredom and promotes learner motivation (Jolly, 1975;Richards, 1969). The song-based teaching module would therefore show additional gains for EFL learners, if the learners were exposed to the song several times in one sitting (i.e. during the same lesson). ...
The need to integrate songs into English Language Teaching (ELT) has been recognized on numerous occasions. Song lyrics host multi-word units which learners can reuse as building blocks in their English, thereby reducing language processing time and effort, and improving their fluency as well as idiomaticity, thus bringing them closer to the native speaker norm. We report on two studies into the effectiveness of using songs for teaching multi-word units to high-school Polish learners of English. The same items were taught to two groups of EFL learners, but only one of the groups heard them in a song. Learners’ vocabulary recall was measured at three points in time relative to the teaching: before, immediately after, and a week after. The group taught with songs showed a significant recall advantage over the other group, especially when tested a week from teaching. The results suggest that songs can be an effective vehicle for teaching English multi-word units.
... 88). By giving a better understanding of the language in its relevant cultural context, music and songs can enhance students' intercultural competence, which is one of the major goals of language teaching (Jolly, 1975;Karabinar & Guler, 2013). ...
One of the main challenges English language teachers face in their daily classes is to find creative ways of sustaining their students’ interest in language learning, which can often be perceived as dull
and tedious. Music and songs, which have a universal appeal and ubiquitous presence in most people’s daily lives, have all the prerequisites to become an effective teaching resource in this
respect. However, this useful resource appears to be underutilized by English language teachers, which is attributable to the lack of understanding of its theoretical rationale and benefits. The present
paper aims to analyze the role and potential of music and songs in English language teaching in the light of current research and literature. Research findings suggest that the effective use of music and songs in language teaching has the potential to address multiple intelligences, reduce anxiety, increase motivation, facilitate memory retention and establish an affectively conducive learning environment. Moreover, music and songs can be utilized to enhance the learning of almost every aspect of the target language, to develop cultural awareness and to foster students’ creativity. Apart from discussing theoretical arguments and empirical evidence in support of using music and songs in language instruction, the paper provides practical suggestions for integrating music activities into ESL classrooms. It is hoped that a larger number of ESL teachers will deem music and songs a valuable educational tool which they can use to engage their students both affectively and cognitively and to promote effective and enjoyable language teaching and learning.
... 88). By giving a better understanding of the language in its relevant cultural context, music and songs can enhance students' intercultural competence, which is one of the major goals of language teaching (Jolly, 1975;Karabinar & Guler, 2013). ...
... Additionally, songs tend to describe experiences, feelings, and these can tell stories (Griffee, 1995). As Jolly (1975) expressed, songs are a great material or tool, because music makes them enjoyable and motivational and they favor the communicative component of language. ...
This paper presents the results of a research study based on a pedagogical experience of two pre-service English teachers with seventh graders. The main goal was to analyze the students' context representations, after using some songs in English as a trigger for reflection. The pedagogical implementation of the songs was designed from a critical pedagogy perspective which allows students to have a more visible role within their English classes. The data were collected through students' artifacts, classroom observations, closed-ended questionnaires, and dialogues. The results show that after analyzing the contents of some songs in English, students felt motivated to share their own representation about what they face as adolescents and to express their feelings about them.
Key words: English as a foreign language students, context representation, critical pedagogy, songs in English.
... El uso de la música y la canción en el aula de idiomas no es nuevo. Richards (1969); y Jolly (1975), han argumentado las ventajas del uso de la música en un contexto de adquisición de una lengua extranjera tanto por sus beneficios lingüísticos como por el interés motivador que genera en los aprendices de idiomas. ...
Ethnomusicology has been an important bridge in relation to education and learning of the various elements that make up the culture. There is an empirical perception of the effects caused by listening to music in English in the learning of this language. The objective of this article was to identify if the students of the Bachelor of Arts in English at the Universidad Técnica del Norte, who have a greater command of the foreign language, have the habit of listening to music in the target language. The methodology of the investigation was based on the qualitative paradigm within the action research and it was concluded that the habit of listening to music in English greatly influences the level of mastery of this language. The result obtained opens research spaces about the use of this resource in the teaching-learning processes of the English Language as a second language.
... The relationship between song and speech is closed one means that song and speech are produced to communicate some intention, emotion or thoughts in a linguistic form in term of the structure, rhythm, and tones. A song also is made to be coherent and complete itself and provide sufficient context for understanding [11]. ...
This Classroom Action Research (CAR) aimed to find out whether students’ activities through song can be used as media for improving the students speaking skill. The participants of this study were 21 students of English department, Lancang Kuning University academic year 2012/2013. This present study conducted in two cycles, and each of the cycle had four meetings during April - Mei 2012. After analyzing the data, it was found that the activities through song improved the students’ speaking skill and influenced all indicators of speaking skill in term of accent, grammar, vocabulary, fluency, and comprehension. Furthermore, it built up the students’ confidence and participation in class. The researcher concluded that the students’ activities through song can improve the students’ speaking skill.
... Por todas essas condições e complexidades, a canção requer do professor de LE (inglês) uma atenção especial à prática pedagógica em sala de aula a ser mediada (FERREIRA, 2001). Nesses ambientes, a didática docente opera como elemento essencial na aprendizagem da nova língua e dos efeitos de sentido negociados a partir dos textos musicais disseminados. ...
RESUMO: Considerando a rotina de uso de músicas em aulas de língua estrangeira (inglês) e, ao mesmo tempo, a importância de criticidade sobre a ação, neste texto buscamos rastrear possibilidades e reflexões da ação docente, a partir do que denominamos de “letramentos musicais” para o ensino de LE (inglês). O estudo implementado é de cunho qualitativo, interpretativista e tem como procedimento o estudo de caso realizado em uma escola pública estadual do interior de Goiás, envolvendo três professoras do idioma e quatro alunos de três diferentes turmas de primeiro ano do ensino médio. Compõem a geração e interpretação do material empírico as fases de diagnóstico, intervenção e avaliação ocorridas durante o estágio obrigatório docente, bem como os relatos colhidos dos participantes por intermédio da entrevista semiestruturada e do questionário. Os resultados sugerem a urgência de eventos de letramento musical docente em sala de aula de LE (inglês), no sentido de garantir a aprendizagem linguística integrada à musical de alunos, com reflexões sobre potencialidades didáticas que se relacionam à percepção de música enquanto texto, prática discursiva e prática social.
... Vocal popular music (music henceforth) has been used in language classrooms across the world and has long been thought of as a medium for learning (Jolly, 1975;Weinberg, 2002Weinberg, , 2005. Weinberg (2005), for instance, found that students enjoyed studying French by listening to French songs online through software programs. ...
This article describes the development of Bande à Part, a mobile music application (app) for second language (L2) learners of French. Our focus on the pedagogical use of music results from the reported benefits that it offers language learners (e.g., it encourages repetitive exposure to the L2 in an enjoyable way, it extends the reach of the language classroom). In addition, Bande à Part has the potential to contribute to this under-researched area of L2 French pedagogy (Engh, 2013). The development of the app adopted current SLA theory and principles such as those set forth by Doughty and Long (2003). Some of these principles suggest that technology can help learners through input enhancements (e.g. grammatical gender highlighting, subtitles and translations) and grading content for proficiency level, particularly if offered in a mobile environment to foster “anywhere, anytime” learning (e.g., Stockwell, 2010). This paper introduces Bande à Part and the rationale for its development, including how Doughty and Long' (2003) principles were used to promote L2 learning in a mobile-assisted environment. Lastly, the current lyrical corpus is evaluated for vocabulary coverage in order to highlight the app's strengths and weaknesses according to this criterion.
... Music engages their attention and it helps memorizing the words. Jolly (1975), Martin (1983), Jalongo & Bromley (1984), McCarthy (1985), Medina (1990), Murphey (1992), Schunk (1999), Stansell (2005), Siskova (2009), Horn (2009) stated that the relationship between music and language was undeniable and the importance of music in language teaching could not be underestimated. Atilay (2017) and Atilla (2014) carried out qualitative studies based on teacher observations. ...
Vocabulary is an inevitable component of all language teaching methodologies. Some like
lexical and oral approaches claim the lexis to have the direct effect in language acquisition while others advocate that rote learning in vocabulary helps learning a foreign language. According to the Grammar Translation Method and the Oral Approach, vocabulary was a significant element for foreign language learning. Reading a language’s literature and translating texts were possible by memorizing endless word lists. Without enough vocabulary knowledge, being proficient in language skills was impossible (Richards&Rodgers,2014). Young learners need language exposure subconsciously in context to turn the input into acquired knowledge. This study investigates the effectiveness of songs on English vocabulary teaching to young learners.
Participants were at the age of 7-8, 24 second-graders of primary education with nonproficiency of English. They had already been grouped into two classes and named as “control group” and “experimental group”. The control group was introduced to the words with flash cards and had drawing and colouring activity with pictures of target vocabulary words. The experimental group was also introduced to the target vocabulary items via flash cards and they had a listen-and-fill-in activity. Results of pre- and post-tests indicate no statistically significant differences between the groups.
... Badania prowadzone w Polsce i na świecie dowodzą, że słuchanie muzyki przez dzieci w wieku wczesnoszkolnym wspomaga rozwój umiejętności czytania, naukę języków obcych, umiejętności matematyczne, poprawia pamięć, rozumowanie, zdolności logiczne, samoocenę i kompetencje społeczne. H. Bergson (1859Bergson ( -1941, Z. Lissa (1908-1980), H. Read (1893-1968), E. Lipska (1945 i inni analizowali wpływ muzyki na procesy poznawcze umysłu dziecka, w tym postrzeganie, strukturalizowanie i wartościowanie [Jolly 1975;Roskam 1979;Martin 1983;Jalongo, Bromley 1984;McCarthy 1985;Przychodzińska-Kaciczak 1987;Przychodzińska 1989Przychodzińska , 1997Butzlaff 2000]. Literatura światowa dotycząca powszechnej edukacji muzycznej od wielu lat omawia bardzo interesujący problem tzw. ...
... It also can strengthen the relationship between teacher and students. Furthermore, Jolly (1975) stated that the use of songs in lessons can improve four skills of language: listening, speaking, reading and writing. Songs activate both parts of the brain. ...
... However, Jolly (1975), Candlin (1992), Engh (2013), Yarmakeev (2016), Shaiakhmetova, Shayakhmetova, Ashrapova, Mukharlyamova, Mukhametzyanova, (2016) emphasize one more benefit -the cultural exposure of the song. They argue songs help to look deeper into the cultural heritage of different societies, better understand the values of people whose language we learn. ...
... Singing and Language Learning Jolly (1975) states that songs may be regarded as "occupying the middle ground between the disciplines of linguistics and musicology, possessing both the communicative aspect of language and the entertainment aspect of music" (p. 11). ...
The present study investigates the effects of shared singing of a picture book on the Chinese vocabulary recall and retention of young bilingual learners in Chinese immersion programs using an experimental study design. One hundred and six immersion kindergarteners from three different school districts in the U.S. Midwest were assigned to the experimental group (n = 53) and the control group (n = 53) at the class level. The experimental group listened to a song-based storybook (also known as a story song) and shared in singing it, while the control group heard the same story, read aloud and shared in reading it. The pre-test was administered to determine the participants' vocabulary level before the study. Immediate and delayed post-tests were used to assess their immediate recall and delayed retention of vocabulary targeted in the shared reading/singing. Independent t-test and one-way ANOVA analysis were employed to examine differences between the two groups in vocabulary recall and retention. The results showed that the experimental group achieved greater improvement in their vocabulary than the control group. This finding suggests that shared singing can be a useful pedagogical tool for spoken vocabulary acquisition and retention in picture books.
... The use of music and song in the English language-learning classroom is not new. As early as Bartle (1962), Richards (1969) andJolly (1975), scholars have been arguing for use of music in a language acquisition context for both its linguistic benefits and for the motivational interest it generates in language learners. Music had been used on occasion with the Audiolingual Method in language teaching classrooms to reduce the boredom that could occur from repetitive drills from the 1950s through to the 1970s (Bartle, 1962;Kanel, 2000) and later, the use of classical instrumental music was used with the goal to produce a relaxed state of mind that makes the brain receptive to inputs and activates the subconscious in Suggestopedia methodology (Lozanov, 1978;see also Bancroft, 1978). ...
... Whatever setting is used, aural or aural/visual, the results prove that songs are suitable for different learning styles, they encourage positive learning experience and enhance their knowledge. The findings, furthermore, confirm the belief of many researchers (House, 1997;Jolly, 1975;Shin, J.K., 2006) that songs serve as an important motivator in the language learning process. It becomes clear that it is crucial for language teachers to create inspiring and encouraging environments in order to increase learners' motivation. ...
Songs are appreciated for their linguistic, pedagogical, cultural and entertaining features and they are precious language learning materials. They can be used to teach and develop every aspect of a language. This paper aims to verify these claims and confirm the effectiveness of using songs as a means to improve young learners' English language vocabulary and to determine whether songs influence young learners' motivation to learn English. The paper deals with theoretical explanations of young learners, listening skills, and different aspects of using and teaching songs. It also discusses how songs influence motivation and the connection of songs with some language learning theories. The analytical part of the paper explains the procedure and the results obtained from the pre-tests, post-tests and delayed tests for three different children's songs as well as from the questionnaire that was done in order to collect information about motivation provided by songs. The results showed that songs have a positive influence on vocabulary retention of young learners. Whatever setting is used, aural or aural/visual, the results prove that songs are suitable for different learning styles, they encourage positive learning experience, and enhance their knowledge. Songs aid motivation and help learners develop a love for language learning. Students motivated in this way are imaginative, creative, and eager to learn and succeed.
... Musiikillinen toiminta synnyttää usein rentouttavan ja nautinnollisen ilmapiirin luokkahuoneeseen (Jolly, 1975). Musiikin kautta lapset voivat altistua ja tulla vastaanottavaisemmiksi kielelliselle materiaalille, sillä musiikilla voidaan vähentää levottomuutta ja ahdistuneisuutta sekä kaataa henkisiä raja-aitoja, jotka voisivat muutoin häiritä oppilaan oppimista (Krashen, 1985;Kramer, 2001). ...
OPETTAJAN OPAS Teoriaa, ideoita ja käytäntöä opetustyöhön musiikin ja kielen yhteyksiin perustuen Produced for the Comenius Lifelong Learning Project 502895 LLP-1-2009-1-DE-COMENIUS-CMP Hanke on rahoitettu Euroopan komission tuella. Tästä julkaisusta (tiedotteesta) vastaa ainoastaan sen laatija, eikä komissio ole vastuussa siihen sisältyvien tietojen mahdollisesta käytöstä.
... Taking part in musical activities, singing and rapping can also lead to high motivation and emotional participation in language learning (Vinzentius, 2007). Musical activities often create 'a relaxed and enjoyable atmosphere in the classroom' (Jolly, 1975). Through music children can become predisposed and receptive to linguistic material by lowering anxiety and mental barriers that could otherwise interfere with pupils' learning (Krashen, 1985; Kramer, 2001). ...
This is an unofficial version and a translation from the official EMP-L project Finnish teacher's Handbook.
The ubiquitous nature and diffusion of songs sung in English has meant that a great number of EFL and ESP students are listening to English and acquiring some notions about the language almost subconsciously. Such songs have also been incorporated into English as an L2 practice for, probably, almost as long as English has been taught as a foreign language. However, sometimes they are used as filler exercises or only as an exercise to keep the students happy. Slowly, songs have been gaining more acceptance as a valid didactic tool to be used in various moments of the general English L2 lesson and for various functions (Tegg 2018). This article reports on a project to use songs in English for Specific purposes lessons at an Italian university with students of two Master degree courses (Social Work and Social Policy; Sociology and Social Research). During the English modules, songs from various artists were specifically chosen and language-learning exercises devised around them to be used in almost every lesson for different learning objectives: these included introducing a new subject, presenting and revising grammar, learning individual words or short phrases including idiomatic expressions, as lead-ins to discussions. At the end of the course, the students completed a questionnaire aimed at eliciting their opinions about the use of songs in ESP lessons. The results indicate that the use of popular songs is an effective tool in an ESP lesson and that their inclusion can help motivate students as well as help them learn.
Several interdisciplinary researchers have been interested in the relationship between language and music thus producing several works in quest of this interdisciplinary connection. This study, on the other hand, attempted to examine how music may be utilized to reinvigorate the understudied minority languages. It focuses on three South Guan languages: Leteh, Kyerepong and Efutu. Studies done in this area have observed that in notable respects, language and music are systematically comparable. For instance, the two are similarly constructed of functional and meaningful units; both possess phonemic and morphemic properties. Furthermore, the phonemic and morphemic units/properties are used to produce utterances by rules of sequencing and re-combination. This study draws on the Affective Filter Hypothesis (Krashen, 1982) which emphasizes the importance of positive emotions in language acquisition. Language surveys were conducted in Winneba, Larteh and Adukrom where the three languages are spoken. The study concludes that the principle behind the use of songs in teaching a second language can be extended to the teaching/learning of less-studied languages/minority languages and ultimately, their revitalization.
Ini adalah penelitian interdisiplin yang membahas fakta bahasa, sosial, dan fenomena pertunjukan Didi Kempot. Tinjauan sosiolinguistik pertunjukan digunakan sebagai paradigm kajian untuk melihat karya panggung Didi Kempot. Penelitian ini melihat bahwa terdapat hubungan yang menarik antara panggung pertunjukan Didi Kempot dengan bahasa pertunjukan. Penelitian ini memandang, panggung pertunjukan Didi Kempot tidak hanya bertindak sebagai tempat penelitian sosiolinguistik pertunjukan, tetapi juga secara bersamaan menjadi alat dan kerangka kerja bagi penelitian sosiolinguistik, sehingga kajian ini memiliki manfaat yang cukup signifikan dalam kajian interdisiplin, yakni hubungan antara musik, fenomena social, dan fenomena berbahasa. Tujuan penelitian ini adalah untuk melihat konektivitas masa lalu ke sekarang melalui lagu dalam tinjauan sosiolinguistik pertunjukan pada karya-karya panggung pertunjukan Didi Kempot. Penelitian kualitatif ini menggunakan metode etnografi virtual. Data dikumpulkan dengan teknik observasi lapangan dan terlibat dalam ruang virtual internet dengan masuk ke grup-grup “Sobat Ambyar Didi Kempot” yang ada di telegram, Instagram, dan facebook. Sedang pengamatan atas pertunjukan Didi Kemepot dilakukan dengan menggunakan platform youtube. Analisis dilakukan dengan mengidentifikasi terlebihdahulu indeksikalitas bahasa yang berpadu dengan pertunjukan musik, gerakan dan respon penonton terhadap penampilan Didi Kempot di panggung pertunjukan. Hasil penelitian ini menemukan bahwa, transmisi nilai-nilai budaya, dan makna konseptual bahasa pertunjukan menjadi ruang ekspresi bagi “Sobat Ambyar Didi Kempot,” kami juga melihat bagaimana sosiolinguistik pertunjukan mampu menunjukkan berbagi ragam budaya berbahasa dalam panggung pertunjukan, seperti munculnya istilah sobat ambyar, cendol dawet, raja campursari, Godfather of Broken Heart, Lord Didi, patah hati tanpa harus merasakan cinta, sebagai ekspresi berbahasa dalam panggung pertunjukan Didi Kempot.
Обучението по STEM – характеристики и проблеми
Резюме на доклада:
Докладът представя теоретично проучване относно концепцията за обучение по STEM. Той е част от изследване по европейски, мултилатерален проект по програма Еразъм+. В доклада е направено кратко описание на възникването на идеята и нейния замисъл. В него са представени основните характеристики на концепцията и необходимостта от реализирането на единството от тематични области. Описани са и евентуални проблеми, които могат да възникнат при нейното разгръщане. Поставя се акцент върху значението на процеса на обучение. Направен е преглед на възможностите за формирането у децата на ценни за живота, ключови за 21 век умения. Представя се променената роля на учителя при разгръщането на обучението по STEM. Очертава се значението на педагога за изграждането на скелета на педагогическите дейности. Посочват се трудности, които учителите могат да срещнат при оформянето на структурата на учебния процес. Проследени са и някои обществени предразсъдъци спрямо концепцията, които биха могли да възпрепятстват нейното реализиране. Оформят се обобщения, които насочват читателя към предимствата на представената концепция и към многобройните варианти за нейното реализиране.
Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents’ socio-economic status was not significant for the participants’ reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability. Keywords: Music therapy; parents’ socio-economic status; pupils with intellectual disability; reading skills
The purpose of this study is to identify thesymbols of hope in Celine Dion’s songs A New Day Has Come and I’m Alive in the Album A New Day Has Come. Descriptive qualitative design is used in this research. The data were collected by listing the lyrics per stanza and line of Celine Dion’s two chosen songs that being suitable with the main purpose of this research. The analysis of the data oriented on the objective approach according to M. H. Abrams. The findings show that the symbols of hope were strongly presented in two chosen songs. The presentation of hope was dominated by symbols in the form of figurative language which are metaphor and personification. Those symbols were revealed hope thatencouraged listener for never give up hoping and keep motivated to face daily life. Furthermore, it is expected that this study will be useful for the further researchers that about to conduct the study related and helpful for the readers to study poetry in song, especially in essence. Keywords : Symbolism of Hope, Lyrics, Celine Dion, Song
The purpose of this research is to investigate English teachers' perception and challenges of the implementation of ICT in ELT classrooms. This study used mixed methods, qualitative and quantitative in nature. A purposive sampling technique was used to select the study subjects, who are 26 English teachers from 16 public senior high schools in Banda Aceh. Questionnaires and interviews were used to collect data. The data were analysed and interpreted through qualitative and quantitative procedures. The results showed that the English teachers found ICT very helpful in teaching. However, the limited time and tools, coupled with a poor Internet connection as well as a lack of knowledge and experience of ICT training were obstacles for the teachers using ICT. The results of this study give meaningful insights for policy makers in relation to the implementation of ICT for teaching and learning in the classroom.
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