The lyrical visualization of songs and its repercussions on the teaching of english as a foreign language
DOI:
https://doi.org/10.29166/kronos.v2i1.3077Keywords:
s Song lyric visualization (SLV), English teaching, motivation, pronunciation, mnemonicsAbstract
The purpose of the following research is directed in two pathways: first, to determine in which didactic aspects the Lyric Visualization of Songs (LVS) influences the learning of English as a Foreign Language (EFL) and second, to propose it as a pedagogical strategy to be included in the EFL classroom. To achieve these purposes, 76 students from the Language Institute of Universidad Nacional de Loja in Ecuador were observed and exposed to the technique during an academic semester and surveyed at the end of the application process. 38 students were part of the control group and 38 were exposed to its direct development as part of the experimental group. Participants' perception data on the effects that music produces on their learning were collected through a survey and a dichotomous observation sheet to analyze the correlation of the variables for a reduced sample as a function of motivation. The study reveals that, in the face of musical exposure and perceptual input, student motivation improves considerably and fear of mispronunciation greatly decreases. Finally, it was observed that the mnemonic capacities of those exposed improve considerably and the causal incidence between variables is confirmed.
Downloads
References
Arslan, D. (2015). First grade teachers teach reading with songs. Procedia - Social and
Behavioral Sciences 174 ( 2015 ) 2259 – 2264. INTE 2014. doi:
1016/j.sbspro.2015.01.884
Becerra Vera, B & Muñoz Luna, R. (2013). Teaching English through music: A proposal of multimodal learning activities for primary school children. Encuentro 22, 2013, ISSN
-0796, pp. 61-28
Bennett, P. A. (2019) The effects of music in the foreign language learning classroom. Relay
Journal, 2 (1), 6-16. Kanda University of International Studies, Japan
De Oliveira, H. F. & Vieria Silva, J. C. (2018). Letramento musical de professores de língua estrangeira (inglês). Edur. Educação em Revista. 2018; 34:e182650. DOI: http://dx.doi.org/10.1590/0102-4698182650
Degrave, P. (2018). Music in the Foreign Language Classroom: How and Why? ISSN 1798-
Journal of Language Teaching and Research, Vol. 10, No. 3, pp. 412-420, May
DOI: http://dx.doi.org/10.17507/jltr.1003.02
Diakou, M. (2017). The role of songs in creating a positive climate for language learning.
Research Gate publication N° 334614878
Du, W. (2018). Música y canciones en la enseñanza de ELE en China y en España. Memoria para optar el grado de Doctor. Facultad de Filología. Universidad Complutense de Madrid.
Eiter, A. (2017). Haters gonna Hate: A Corpus Linguistic Analysis of the Use of Non-Standard
English in Pop Songs. Bachelor Thesis. University of Innsbruck.
Engh, D. (2013). Why Use Music in English Language Learning? A Survey of the Literature.
English Language Teaching; Vol. 6, No. 2; 2013. ISSN 1916-4742 E-ISSN 1916-4750. Published by Canadian Center of Science and Education
Feng Teng, M. (2017). Use of online English songs in fostering morphological
awareness: A small-scale experimental study. The Asian Journal of Applied Linguistics
Vol. 4 No. 1, 2017, pp.102-116 Research Gate. Hong Kong Baptist University.
Fonseca-Mora, C. (2000). Foreign Language Acquisition and Melody singing. ELT Journal
Volume 54/2 April 2000. Oxford University Press 2000
Fonseca-Mora, C. Toscano-Fuentes, C. and Wermke, K. (2011) ‘Melodies that help: The relation between language and aptitude and musical intelligence’, Anglistik International Journal of English Studies, vol. 22, no. 1:101-118.
Griffee, D. T. (1992). Songs in Action. Prentice Hall International Publishing. ISBN:
New York. USA
Goswami, U. (2015). Neurociencia y Educación: ¿podemos ir de la investigación básica a su
aplicación? Un posible marco de referencia desde la investigación en dislexia. Psicología Educativa 21. Elsevier España, S.L.U. Madrid. Open Access (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Hashemi, M. & Azizinezhad, M. (2011). Teaching English To Children:A Unique, Challenging Experience For Teachers, Effective Teaching Ideas. 2nd World Conference on Psychology, Counselling and Guidance. Elsevier Ltd. Open access
Hijazi, D. & Al-natour, A. (2012). The Impact Of Using Music On Teaching English Poetry In Jordanian Universities. Journal of International Education Research – Third Quarter 2012. Volume 8, Number 3
Iqhrammullah, M. (2019). Potential Use of AREL in English Song Analysis to Improve Argumentation Skills and English Proficiency. International Journal of Research in English Education.
Israel, H. F. (2013). Language Learning Enhanced by Music and Song. Literacy Information and Computer Education Journal (LICEJ), Special Issue, Volume 2, Issue 1.
Köksal, O. et al. (2013). The effects of music on achievement, attitude and retention in primary school English lessons. Procedia - Social and Behavioral Sciences 93, 1897 – 1900.
Lems, K. (1996). For a Song: Music across the ESL Curriculum. National Louis University and TESOL 1996. ERIC Digest.
Lems, K. (2001). Using music in the adult ESL classroom. ERIC Digest, National.
Clearinghouse for ESL Literacy Education. ED # ED459634.
Lems, K. (2002). Music Hath Charms for Literacy... In the ESL Classroom. The Indiana
Reading Journal/ Summer 2002.
Lems, K. (2016). Learning English Through Music in the Digital Age. Research Gate.
Publication number 309179102. National Louis University, Chicago, Illinois, Usa.
Lin, P.Y. (2013). In-service elementary ESOL teachers’ perspectives, usage, and difficulties
of teaching English through music. Doctorate Thesis. University of Missouri-Columbia.
Lorenzo, O. et al. (2014). Influence of music training on language development. A longitudinal study. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and peer-review under responsibility of Petroleum-Gas University of Ploiesti, Education
Morten, S. (2016). Music in Informal and formal learning situations in ECEC. Tidsskrift for nordisk barnehageforskning. Nordic early childhood education research journal. Queen Maud University College of Early Childhood Education, QMUC, Trondheim, Norway.
Nwokenna, E. N. et al. (2019). Music Intervention for Perceived Stress Among English
Education Students. Global Journal of Health Science; Vol. 11, No. 8; 2019. ISSN
-9736 E-ISSN 1916-9744. Published by Canadian Center of Science and
Education
Pardede, P. (2019). Employing Music and Songs in EFL Classrooms. Proceeding of EED Collegiate Forum 2015-2018 │ ISBN: 978-623-7256-25-0. Publisher: UKI Press. Jl. Mayjen Sutoyo No.2 Cawang, Jakarta 13630. First Edition.
Rosová, V. (2007). The Use of Music in Language Teaching. Masaryk University. Faculty of Education. Department of English Language and Literature. Diploma Thesis. Czech Republic.
Sevik, M. (2011). Teacher views about using songs in teaching English to young learners.
Educational Research and Review Vol. 6(21), pp. 1027-1035, 12 December, 2011. DOI: 10.5897/ERR11.250 ISSN 1990-3839 © 2011 Academic Journals
Sevik, M. (2012). First Step to Effective Listening: “Listen and Show” Songs. International
Journal of English and Education. Volume:1, Issue:1, July 2012
Tegge, F. (2015). Investigating Song-Based Language Teaching and its Effect on Lexical
Learning. Doctoral Thesis, Victoria University of Wellington.
Žáková, L. Y., (2010). Music as an Effective Means in Teaching English Pronunciation.
Charles University in Prague. Faculty of Education. Department of English Language and Literature. Diploma Thesis. Czech Republic.
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Orlando Lizaldes
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
