English Vocabulary Acquisition Through Songs in Chinese Kindergarten Students

Davis, Glenn M.; Fan, Wenfang

doi:10.1515/cjal-2016-0004

Cited by 26 publications

(32 citation statements)

References 19 publications

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“…Previous work has also documented the advantages of using songs, especially for young language learners. It was proved that using songs can improve the four skills in a foreign language, stimulate motivation and active participation, and provide enjoyment (Davis & Fan, 2016;(Kuśnierek, 2016) (Aguirre et al, 2016); (Ashtiani & Zafarghandi, 2015); (García Conesa & Juan Rubio, 2015); (Israel, 2013) (Diakou, 2013); " (Kara & Aksel, 2013); (Jarvis, 2013); (Vinyets, 2012);Millington, 2011;(Abidin et al, 2011) (Shen, 2009); (Asrifan, 2009); (Schön et al, 2008); Ajibade & Ndububa, 2008;. However, these studies have been conducted based on teacher-centred approach, focusing on beginning level of students.…”

Section: Discussionmentioning

confidence: 99%

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Hendriani¹,

Mukhaiyar²,

Kustati³

et al. 2020

Ta'dib

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Despite a considerable body of studies, little attention is given to the advantages of using songs in learning (learner-centred). The study, therefore, is aimed at eliciting Indonesian EFL learners’ beliefs about the advantages of using songs for their language learning. Researching the research phenomenon through a qualitative study using a case study design, in-depth interview technique was applied to collect the data of the learners’ beliefs from eleven university learners majoring English. This study indicated an interesting finding that it was perceived that the learners believed that there were some advantages of using songs in learning English: increasing their EFL learning in the aspects of language skills (listening and speaking), language components (vocabulary mastery and pronunciation), their knowledge, their confidence and relaxation, and improving their mood and focus. Thus, it is recommended that songs be used either in teachers’ EFL teaching and in learners’ EFL learning. Abstrak: Meskipun telah banyak penelitian yang dilakukan, namun masih sedikit perhatian yang diberikan tentang manfaat penggunaan lagu dalam pembelajaran (berpusat pada peserta didik). Oleh karena itu, penelitian ini bertujuan untuk mengungkap keyakinan pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentang manfaat penggunaan lagu dalam pembelajaran bahasa asing mereka. Meneliti fenomena melalui studi kasus, teknik wawancara mendalam diterapkan untuk mengumpulkan data tentang keyakinan sebelas mahasiswa jurusan Bahasa Inggris. Penelitian ii menunjukkan temuan yang menarik bahwa peserta didik percaya bahwa ada beberapa keuntungan dari pemanfaatan lagu dalam pembelajaran bahasa Ingris mereka pada aspek keterampilan bahasa (menyimak dan berbicara), komponen bahasa (penguasaan kosa kata dan pengucapan), pengetahuan mereka, kepercayaan diri dan relaksasi mereka, serta memperbaiki suasana hati dan fokus mereka. Oleh karena itu, disarankan agar lagu digunakan dalam pengajaran bahasa Inggris oleh guru maupun dalam pembelajaran bahasa Inggris oleh peserta didik.

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Section: Discussionmentioning

confidence: 99%

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Hendriani¹,

Mukhaiyar²,

Kustati³

et al. 2020

Ta'dib

View full text Add to dashboard Cite

show abstract

“…The result indicated that the input through the song was effective for their receptive vocabulary learning but not for their productive vocabulary learning. Davis and Fan (2016) taught English-learning kindergarteners in China five short English phrases composed of 4-8 words through songs, choral repetition, or no special aid (control). The children's performance, measured by a picture description task, indicated that learning through both songs and choral repetition was more effective than the control condition.…”

Section: Using Multimodal Approachesmentioning

confidence: 99%

Teaching vocabulary to young second- or foreign-language learners

Butler

2022

LTYL

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While vocabulary knowledge is considered a foundational element for young learners of a second or foreign language (L2/FL), pedagogically useful information on this topic is not easily accessible for practitioners. This is in part due to the fact that the relevant information is scattered across multiple fields, including first-language acquisition, child development, and education. The aim of this paper is to synthesize recent knowledge from the related fields and to provide theoretically sound and evidence-based information that is useful for teaching vocabulary to young learners of L2/FL. I identify four major recommendations for vocabulary instruction: (a) ensure frequent and repeated exposure to the target words (as well as nontarget words); (b) provide explicit word definitions and meanings in context; (c) create opportunities for discussions and interactions around the words in question; and (d) use multimodal approaches to teach vocabulary. I also suggest future research directions, with the goal of finding effective approaches that teachers can use to improve their vocabulary instruction while meeting the specific needs of their young L2/FL students.

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“…In a similar intervention study, 64 Chinese children (age 4–5) participated in Davis and Fan's (2016) study to examine how songs and choral repetition contribute to learning vocabulary in 15 lessons of 40 minutes over 7 weeks. Children heard the same 15 short sentences in a song, repeat, and control treatment in a different sequence.…”

Section: Assessment Of Learningmentioning

confidence: 99%

Assessing young learners’ foreign language abilities

Nikolov

Timpe‐Laughlin

2020

Lang. Teach.

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Abstract Given the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

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English Vocabulary Acquisition Through Songs in Chinese Kindergarten Students

Cited by 26 publications

References 19 publications

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Teaching vocabulary to young second- or foreign-language learners

Assessing young learners’ foreign language abilities

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