Why Use Music in English Language Learning? A Survey of the Literature

Engh, Dwayne

doi:10.5539/elt.v6n2p113

Cited by 101 publications

(81 citation statements)

References 99 publications

(88 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They also have positive opinions about songs in learning language. Students' use of songs can also be justified since songs in language learning settings are supported by teachers and empirical studies as a tool to enhance linguistic, sociocultural and communicative skills (Engh, 2013). The students in the present study also believe the importance of studying English and they do not see it as a waste of time, which shows their consciousness in this issue.…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 68%

Language Learning Attitudes: Ingrained Or Shaped In Time?

Dağgöl¹

2017

ijlet

View full text Add to dashboard Cite

Language learning constitutes an essential need in today's world. From academic to social settings, humans need to communicate in a different language to survive in their target community. However, despite this increasing importance of language, it is difficult to say we have learned a foreign language successfully on a large scale since there are a lot of factors in language learning process. Language attitudes, one of these factors, influence this process both positively and negatively, depending on how we view learning a foreign language. Therefore, this study deals with the issue of language attitudes to uncover learners' language conceptions and probable effects on their learning. Moreover, this study aims to reveal the potential positive or negative role of past learning experiences on the development of language beliefs. Thus, 35 university students in their 1 st , 2 nd , 3 rd and 4 th years constitute the participants of the study. Based on mixed research design, the study is comprised of both quantitative and qualitative data. Quantitative data were gathered through Attitude Scale towards English Course, and the analyses were performed with Statistical Packages for Social Sciences (SPSS 17.0 version for Windows). The qualitative data were collected from students' reports of their own autobiographies regarding their previous language learning experiences in elementary, secondary, high school and university years, and were subjected to the content analysis. The study showed language attitudes from behavioural, cognitive and affective perspectives and found out different factors in shaping students' learning conceptions.

show abstract

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 68%

Language Learning Attitudes: Ingrained Or Shaped In Time?

Dağgöl¹

2017

ijlet

View full text Add to dashboard Cite

show abstract

“…According to Engh (2013), every song has under song (inner meaning), some moments unsaid or unexplained that authors assume the listeners know as their background knowledge, but non-native speakers lack this. Therefore the aim of this guide is to fill the gap, so that students will be able to look behind the details that every British knows, get an insight into the British approach to life in general.…”

Section: Discussionmentioning

confidence: 99%

“…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.…”

Section: Songs In English Language Learningmentioning

confidence: 99%

Using Songs in Developing Intercultural Competence

Shayakhmetova¹,

Shayakhmetova²,

Ashrapova³

et al. 2017

TAKSAD

View full text Add to dashboard Cite

Songs in teaching English are not used to the full extent. To confirm this, we created a set of exercises based on the use of songs to form socio-cultural and regional knowledge, to familiarize students with the culture and way of life of Great Britain, to gain a deeper understanding of the representatives of this linguistic cultural community. The next step was carrying out a survey on revealing the effectiveness of using songs in EFL class, more precisely their effect on the developing of intercultural competence. Following methods were used to conduct the survey: the questionnaire of teachers and students, to determine the role of English songs in the developing of intercultural competence; the analysis of English language course books to determine the presence of songs focusing on their cultural significance; Life in the UK Test, a test to check the knowledge of the history and culture of Britain. The results of the research showed the expediency of using song to develop intercultural competence. Moreover, use of songs aroused interest among students; they expressed the opinion that lyrics have a much deeper meaning and varied information than they thought before using them in English classes. They expressed a desire to continue using songs during classes in keeping with this approach.

show abstract

“…Voor elk van deze talen bestaan er studies die deze problematiek in kaart brengen. Zie bijvoorbeeld Blell en Helwig (1996) of Engh (2013). Binnen de Tsjechische universitaire wereld is vooral de Faculteit Pedagogiek van de Masaryk Universiteit in Brno één van de koplopers in onderzoek naar toepassing van liedjes in het secundair onderwijs (zie bijvoorbeeld Janíková 2000; Rosová 2007).…”

Section: Inleidingunclassified

Leve de muziek! Aanzet tot onderzoek naar het potentieel van liedjes in het onderwijs Nederlands als vreemde taal

Kříž

2016

View full text Add to dashboard Cite

A b s t r a c t. Deze tekst behandelt mogelijkheden om onderzoek te doen op het gebied van exploitatie van het potentieel van liedjes in het kader van het onderwijs Nederlands als vreemde taal (hierna NVT). Dit onderzoek is gebaseerd op een combinatie van literatuurstudie en voorbeelden van goede praktijk. Deze voorbeelden werden waargenomen bij een van de NVT-instituten die een universitaire studie Nederlands in Tsjechië aanbieden. De methodologische keuze voor het gebruik van het NVT-veld in de regio Midden-Europa als referentiepunt wordt in detail besproken. Hetzelfde geldt voor het minimaliseren van het aantal NVT-instituten waar dit onderzoek wordt uitgevoerd. Deze redenen hebben vooral te maken met de haalbaarheid van dit onderzoek en de toegenomen beschikbaarheid van IT-middelen in de afgelopen jaren. Er wordt verwacht dat deze instrumenten kunnen bijdragen aan verbetering en effectiever maken van het vreemde taalonderwijs. Bijzondere aandacht wordt gegeven aan het pilotonderzoek naar de wijze waarop bachelorstudenten Nederlands in het 1e en 2e jaar op deze specifieke universiteit systematisch liedjes voor taalonderwijsdoeleinden implementeren.

show abstract

Why Use Music in English Language Learning? A Survey of the Literature

Cited by 101 publications

References 99 publications

Language Learning Attitudes: Ingrained Or Shaped In Time?

Language Learning Attitudes: Ingrained Or Shaped In Time?

Using Songs in Developing Intercultural Competence

Leve de muziek! Aanzet tot onderzoek naar het potentieel van liedjes in het onderwijs Nederlands als vreemde taal

Contact Info

Product

Resources

About