東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Setting the Right Tone: Benefits of ...

Talada, Mollie.

FindBook

Google Book

Amazon

博客來

Setting the Right Tone: Benefits of Music-based Instruction in the ESL Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Setting the Right Tone: Benefits of Music-based Instruction in the ESL Classroom./
作者:	Talada, Mollie.
面頁冊數:	112 p.
附註:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588149
ISBN:	9781321730913

Setting the Right Tone: Benefits of Music-based Instruction in the ESL Classroom.
Talada, Mollie.

Setting the Right Tone: Benefits of Music-based Instruction in the ESL Classroom. - 112 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--West Virginia University, 2015.

Research has shown a definitive link between the cognitive processing of language and of musical sound. Music has also been shown to be an effective teaching tool in the ESL classroom. Despite the theoretical studies that draw connections between musical aptitude and linguistic ability, few studies have shown the efficacy of using music to improve student motivation and self-confidence, as well as students' perceptions of learning. The aim of this thesis was to bridge the gap between research and pedagogy and to provide student perceptions of the use of musical tasks in three aspects of their learning: (1) student self-confidence and lowering of the affective filter in language learning, (2) student motivation, and (3) students' perceived efficacy of the tasks in improving their overall proficiency and language skills. The study was carried out over the course of two semesters in two communication skills courses in an Intensive English Program at a large, state institution in the United States. Forty-five students from a variety of language backgrounds participated in the study. Student perceptions were recorded and measured by a pre-study questionnaire in which the students responded to questions regarding their perceived proficiency level, their confidence level, and motivation to learn English, as well as questions about their background (prior English experience, prior instruction in music, etc.). The students completed learning journals during each unit, which prompted them to set goals for themselves for the unit, to track their learning (vocabulary, concepts taught, activities, etc.), and lastly, to assess their own learning, and whether or not they had achieved their goal. Each class took a post-study questionnaire upon completion of the units of study, responding to questions regarding the three areas of research (self-confidence, motivation, and perceived efficacy), and whether or not they perceived the musical tasks to have been helpful in improving these areas. The results showed that the students perceived the music-based learning to be beneficial to their self-confidence, motivation, and improvement of their proficiency, particularly in the areas of listening, reading, and pronunciation, but also in regards to other skill areas including accuracy and cultural understanding. Students' positive comments reflected their enjoyment of the activity with only two students responding negatively to the music-based learning. It is hoped that these data will help fill some of the current gaps in the research and provide a new perspective for teachers to consider regarding the implementation of musical tasks in the language classroom.

ISBN: 9781321730913Subjects--Topical Terms:

516208
English as a second language.

Setting the Right Tone: Benefits of Music-based Instruction in the ESL Classroom.
LDR:03535nmm a2200277 4500 001 2072337
005 20160808080329.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321730913
035 $a (MiAaPQ)AAI1588149
035 $a AAI1588149
040 $a MiAaPQ $c MiAaPQ
100 1 $a Talada, Mollie. $3 3187507
245 1 0 $a Setting the Right Tone: Benefits of Music-based Instruction in the ESL Classroom.
300 $a 112 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Cynthia Chalupa.
502 $a Thesis (M.A.)--West Virginia University, 2015.
520 $a Research has shown a definitive link between the cognitive processing of language and of musical sound. Music has also been shown to be an effective teaching tool in the ESL classroom. Despite the theoretical studies that draw connections between musical aptitude and linguistic ability, few studies have shown the efficacy of using music to improve student motivation and self-confidence, as well as students' perceptions of learning. The aim of this thesis was to bridge the gap between research and pedagogy and to provide student perceptions of the use of musical tasks in three aspects of their learning: (1) student self-confidence and lowering of the affective filter in language learning, (2) student motivation, and (3) students' perceived efficacy of the tasks in improving their overall proficiency and language skills. The study was carried out over the course of two semesters in two communication skills courses in an Intensive English Program at a large, state institution in the United States. Forty-five students from a variety of language backgrounds participated in the study. Student perceptions were recorded and measured by a pre-study questionnaire in which the students responded to questions regarding their perceived proficiency level, their confidence level, and motivation to learn English, as well as questions about their background (prior English experience, prior instruction in music, etc.). The students completed learning journals during each unit, which prompted them to set goals for themselves for the unit, to track their learning (vocabulary, concepts taught, activities, etc.), and lastly, to assess their own learning, and whether or not they had achieved their goal. Each class took a post-study questionnaire upon completion of the units of study, responding to questions regarding the three areas of research (self-confidence, motivation, and perceived efficacy), and whether or not they perceived the musical tasks to have been helpful in improving these areas. The results showed that the students perceived the music-based learning to be beneficial to their self-confidence, motivation, and improvement of their proficiency, particularly in the areas of listening, reading, and pronunciation, but also in regards to other skill areas including accuracy and cultural understanding. Students' positive comments reflected their enjoyment of the activity with only two students responding negatively to the music-based learning. It is hoped that these data will help fill some of the current gaps in the research and provide a new perspective for teachers to consider regarding the implementation of musical tasks in the language classroom.
590 $a School code: 0256.
650 4 $a English as a second language. $3 516208
650 4 $a Music education. $3 3168367
690 $a 0441
690 $a 0522
710 2 $a West Virginia University. $b Eberly College of Arts and Sciences. $3 2104181
773 0 $t Masters Abstracts International $g 54-04(E).
790 $a 0256
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588149