Do Pop Songs Have Positive Effects on Improving Four Language Skills?
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of the study is to explore whether the use of pop songs can improve Korean EFL university students’ four language skills. In particular, this study focuses on its differential effects depending on students’ proficiency levels according to their proficiency test results. There were 144 participants divided into one experimental (n = 82) and one control (n = 62) groups at random. They were then divided into three proficiency levels: high, mid, and low. The high level group had a total of 47 participants, mid level group had 49, and low level had 48. During one academic semester, the experimental group joined the class with pop songs while the control group did not. Both groups took a TOEFL-based test which consisted of listening, speaking, reading, and writing sections. For data analysis, a two-way MANOVA was used. The findings revealed the significant main effects of proficiency and group for all four language skills. However, significant interaction effects of proficiency and group were observed for listening and speaking skills only. Pedagogical implications, limitations, and suggestions for the future study are provided at the end.
Abstract
The purpose of the study is to explore whether the use of pop songs can improve Korean EFL university students’ four language skills. In particular, this study focuses on its differential effects depending on students’ proficiency levels according to their proficiency test results. There were 144 participants divided into one experimental (n = 82) and one control (n = 62) groups at random. They were then divided into three proficiency levels: high, mid, and low. The high level group had a total of 47 participants, mid level group had 49, and low level had 48. During one academic semester, the experimental group joined the class with pop songs while the control group did not. Both groups took a TOEFL-based test which consisted of listening, speaking, reading, and writing sections. For data analysis, a two-way MANOVA was used. The findings revealed the significant main effects of proficiency and group for all four language skills. However, significant interaction effects of proficiency and group were observed for listening and speaking skills only. Pedagogical implications, limitations, and suggestions for the future study are provided at the end.
참고문헌 (40)
- Bodden, V., "Poetry basics: Nursery rhymes" (2010), Creative Education
- Braček, T., "Words and Music", pp.170~174 (2013), Cambridge Scholars Publishing
- Engh, D., "Why use music in English language learning? A survey of the literature", English Language Teaching, 6(2), pp.113~127 (2013)
- Fabb, N., "What is a poem? Language and memory in the poems of the world" (2015), Cambridge University Press
- Fabon, A. B, "Take it easy : Use songs to teach English as a second language in primary school", master, pp.2013
- "The best music websites for learning English" (2018)[URL]
- Garza, T. J., "Beyond MTV : Music videos as foreign language text", Journal of the Imagination in Language Learning, 2, pp.106~110 (1994)
- Ghanbari, F., "The effects of English songs on young learners’ listening comprehension and pronunciation", International Journal of Language Learning and Applied Linguistics World, 6(3), pp.337~345 (2014)
- Griffee, D., "Songs in action" (1992), Phoenix ELT
- Hemingway, M. A., "English proficiency tests: A comparative study" (1999), The Chauncey GroupInternational
- Huy Le, M., "The role of music in second language learning: A Vietnamese perspective", Paper presented at the Combined 1999 Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education (2000)
- Jeon. J., "Language assessment in Asia: local, regional or global", pp.55~82 (2010), Asia TEFL
- Kanonidou, E., "Language in focus: Contemporary means and methods in ELT and applied linguistics", pp.331~354 (2018), Language in Focus Publications
- Kayyis, R., "Building vocabulary using pop songs", Jurnal Smart, 1(1), pp.32~42 (2015)
- Keiper, H., "English language, literature and culture in a global context", pp.32~45 (2008), University of Maribor
- Kennedy, V., "Critical, cultural and multimodal approaches to using song as literature in language learning", Libri & Liberi, 3(2), pp.295~310 (2014)
- Kim, J. S., "The effects of improving English listening skills of high school students with a lower level through pop song hunminglish pronunciation (PSHP) practice", Advanced Science and Technology Letters, 92, pp.41~45 (2015)
- Krashen, S., "Principles and practice in second language acquisition" (1982), Pergamon Press
- 이준석, "영어 학습자들의 연령별 학습동기와 태도에 관한 연구", 석사, 영어교육, pp.2003
- Lee, L., "The impact of music activities on foreign language, English learning for young children", Journal of the European Teacher Education Network, 10, pp.13~23 (2015)
- LeLoup, J. W., "Listening : You’ve got to be carefully taught", Language Learning & Technology, 11(1), pp.4~15 (2007)
- Lems, K., "Using music in the adult ESL classroom" (2001), National Center for ESL Literacy Education
- Limbong, R., "Enriching students’ vocabulary using English pop songs", Journal of English Teaching, 2(3), pp.223~237 (2012)
- Lindstromberg, S., "Phonemic repetition and the learning of lexical chunks : The power of assonance", System, 36(3), pp.423~436 (2008)
- Medina, S. L., "Acquiring vocabulary through story-songs", MEXTESOL Journal, 26(1), pp.7~10 (2003)
- Milano, G., "Teaching English through Broadway musicals", Journal of the Imagination in Language Learning, 2, pp.102~104 (1994)
- Mora, C. F., "Foreign language acquisition and melody singing", ELT Journal, 54(2), pp.146~152 (2000)
- Murphey, T., "Music and song: Resource books for teachers" (2013), Oxford University Press
- Orlova, N. F., "Helping prospective EFL teachers learn how to use songs in teaching conversation classes", The Internet TESL Journal, 9(3), pp.12~15 (2003)
- Pardede, P., "Employing music and songs in EFL classrooms", Proceedings of EFL Theory & Practice: Voice of EED UKI, pp.251~264 (2019), UKI Press
- Pourkalhor, O., "Nursery rhymes and language learning : Issues and pedagogical Implications", International Journal of English Language & Translation Studies, 5(1), pp.111~116 (2017)
- Saricoban, A., "Songs, verse and games for teaching grammar", The Internet TESL Journal, 6(10), pp.1~7 (2000)
- Schunk, H. A., "The effect of singing paired with signing on receptive vocabulary skills of elementary ESL students", Journal of Music Therapy, 36(2), pp.110~124 (1999)
- Schoepp, K., "Reasons for using songs in the ESL", EFL classroom, 2001, pp.7(2), 1~4
- Schön, D., "Songs as an aid for language acquisition", Cognition, 106(2), pp.975~983 (2008)
- Ulate, N. V., "Using songs to improve EFL students’ pronunciation", LETRAS, 44, pp.93~108 (2007)
- Shen, C., "Using English songs : An enjoyable and effective approach to ELT", English Language Teaching, 2(1), pp.88~94 (2009)
- Vinyets, N. B, "Using songs in primary education : Advantages and challenges", pp.2013
- Wirawan, F. W., "Walt Disney’s movie soundtracks as media in developing character education for children", Resital, 19(1), pp.18~27 (2018)