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The effect of authentic songs on voc...

Metaxa, Xenia Tsolaki.

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The effect of authentic songs on vocabulary acquisition in the English foreign language classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of authentic songs on vocabulary acquisition in the English foreign language classroom./
作者:	Metaxa, Xenia Tsolaki.
面頁冊數:	146 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587358
ISBN:	9781303245367

The effect of authentic songs on vocabulary acquisition in the English foreign language classroom.
Metaxa, Xenia Tsolaki.

The effect of authentic songs on vocabulary acquisition in the English foreign language classroom. - 146 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Saint Louis University, 2013.

Purpose. The purpose of this research was to investigate whether the use of authentic songs in the introduction of new vocabulary items had an effect on vocabulary acquisition and retention for second language learners. This was achieved by comparing the introduction of the new vocabulary items through text (non-song method) with the introduction of the same vocabulary items through an authentic song (song method).

ISBN: 9781303245367Subjects--Topical Terms:

1030294
Education, English as a Second Language.

The effect of authentic songs on vocabulary acquisition in the English foreign language classroom.
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245 1 4 $a The effect of authentic songs on vocabulary acquisition in the English foreign language classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Michael P. Grady.
502 $a Thesis (Ph.D.)--Saint Louis University, 2013.
520 $a Purpose. The purpose of this research was to investigate whether the use of authentic songs in the introduction of new vocabulary items had an effect on vocabulary acquisition and retention for second language learners. This was achieved by comparing the introduction of the new vocabulary items through text (non-song method) with the introduction of the same vocabulary items through an authentic song (song method).
520 $a Methods. The study employed quantitative research methods. Data collection included the completion of three achievement tests for each method of instruction (a pre-test, prior to instruction, a post-test, right after and a second post-test, one week later). The target population was 15 to 17 year old Cypriot students, who had been exposed to instructional English for the last eight years. Sample selection was done from an after school private English language institute in Limassol, Cyprus. Convenience sampling method was used as the 130 subjects chosen for the statistical analysis, were assigned in pre-existing groups.
520 $a Findings. Based on the statistical analysis, this study resulted in three specific findings. There was a statistically significant relationship between the instructional methods (non-song and song) a) in the passive, b) active and c) overall scores of second language learners. Based on these findings both instructional methods increased the passive, active and overall vocabulary scores, but the song method group increased their scores significantly more than the non-song method group immediately following instruction and one week later.
520 $a Implications. This study suggested the following: a) authentic songs should be officially included in the Cypriot curriculum of second language teaching in the introduction of new vocabulary items, b) the Ministry of Education and Culture in Cyprus should fund the technological upgrading of schools to allow frequent use of songs as instructional materials in more language areas, c) practical personal development seminars for language teachers by the Ministry will allow teachers to use authentic songs efficiently, d) the use of authentic songs in other subject areas should be tried and investigated, e) replications of this study on other languages, subject areas, ages and learning profiles should be encouraged by the Ministry.
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