The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners.
碩士 === 國立臺灣師範大學 === 英語學系 === 103 === Researchers of second language learning have often suggested that songs are effective in motivating learners. However, empirical research investigating the effect of songs to help learners achieve higher language proficiency is sparse. Therefore, the presen...
Main Authors: | , |
---|---|
Other Authors: | |
Format: | Others |
Language: | en_US |
Online Access: | http://ndltd.ncl.edu.tw/handle/tdrjgz |
id |
ndltd-TW-103NTNU5240001 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-TW-103NTNU52400012019-05-15T22:00:19Z http://ndltd.ncl.edu.tw/handle/tdrjgz The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. 流行歌曲教學對英語文法結構記憶影響的效益研究 -以台灣國中學生為例 Chin-Jui Tso 左金瑞 碩士 國立臺灣師範大學 英語學系 103 Researchers of second language learning have often suggested that songs are effective in motivating learners. However, empirical research investigating the effect of songs to help learners achieve higher language proficiency is sparse. Therefore, the present study intends to shed some light on the effect of pop songs on the retention of past subjunctive mood. The focus of the investigation is threefold:(1) the effect of the auditory input in pop songs on the retention of the target grammar structure in an implicit learning context, (2) the effect of different auditory inputs of songs on the retention of the target grammar structure, and (3) the effect of learners’ preferred learning styles with different treatments on the retention of the target grammar structure. The participants were 94 ninth graders from three classes. The three classes were randomly assigned as the sung group, the spoken group, and the control group. The participants in each group were further divided into auditory learners, visual learners, and balanced learners according to their preferred learning styles. During the four-week experiment, all of the groups read the lyrics of the four songs. However, the sung group listened to the songs; the spoken group listened to the spoken form of the songs (i. e. without the melody), and the control group received no additional auditory input. The results of the present study showed that pop songs did facilitate the retention of the target grammar structure. Further, the best facilitation of pop songs came from the combination of the melody and the spoken form of the lyrics rather than the spoken form alone. What’s more, regardless of learners’ preferred learning styles, the auditory input in pop songs could facilitate the retention of the target grammar structure. Yeu-Ting Liu 劉宇挺 學位論文 ; thesis 97 en_US |
collection |
NDLTD |
language |
en_US |
format |
Others
|
sources |
NDLTD |
description |
碩士 === 國立臺灣師範大學 === 英語學系 === 103 === Researchers of second language learning have often suggested that songs are effective in motivating learners. However, empirical research investigating the effect of songs to help learners achieve higher language proficiency is sparse. Therefore, the present study intends to shed some light on the effect of pop songs on the retention of past subjunctive mood. The focus of the investigation is threefold:(1) the effect of the auditory input in pop songs on the retention of the target grammar structure in an implicit learning context, (2) the effect of different auditory inputs of songs on the retention of the target grammar structure, and (3) the effect of learners’ preferred learning styles with different treatments on the retention of the target grammar structure.
The participants were 94 ninth graders from three classes. The three classes were randomly assigned as the sung group, the spoken group, and the control group. The participants in each group were further divided into auditory learners, visual learners, and balanced learners according to their preferred learning styles. During the four-week experiment, all of the groups read the lyrics of the four songs. However, the sung group listened to the songs; the spoken group listened to the spoken form of the songs (i. e. without the melody), and the control group received no additional auditory input.
The results of the present study showed that pop songs did facilitate the retention of the target grammar structure. Further, the best facilitation of pop songs came from the combination of the melody and the spoken form of the lyrics rather than the spoken form alone. What’s more, regardless of learners’ preferred learning styles, the auditory input in pop songs could facilitate the retention of the target grammar structure.
|
author2 |
Yeu-Ting Liu |
author_facet |
Yeu-Ting Liu Chin-Jui Tso 左金瑞 |
author |
Chin-Jui Tso 左金瑞 |
spellingShingle |
Chin-Jui Tso 左金瑞 The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. |
author_sort |
Chin-Jui Tso |
title |
The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. |
title_short |
The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. |
title_full |
The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. |
title_fullStr |
The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. |
title_full_unstemmed |
The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners. |
title_sort |
effect of english pop songs on the retention of a novel grammar structure: a study of taiwanese young efl learners. |
url |
http://ndltd.ncl.edu.tw/handle/tdrjgz |
work_keys_str_mv |
AT chinjuitso theeffectofenglishpopsongsontheretentionofanovelgrammarstructureastudyoftaiwaneseyoungefllearners AT zuǒjīnruì theeffectofenglishpopsongsontheretentionofanovelgrammarstructureastudyoftaiwaneseyoungefllearners AT chinjuitso liúxínggēqūjiàoxuéduìyīngyǔwénfǎjiégòujìyìyǐngxiǎngdexiàoyìyánjiūyǐtáiwānguózhōngxuéshēngwèilì AT zuǒjīnruì liúxínggēqūjiàoxuéduìyīngyǔwénfǎjiégòujìyìyǐngxiǎngdexiàoyìyánjiūyǐtáiwānguózhōngxuéshēngwèilì AT chinjuitso effectofenglishpopsongsontheretentionofanovelgrammarstructureastudyoftaiwaneseyoungefllearners AT zuǒjīnruì effectofenglishpopsongsontheretentionofanovelgrammarstructureastudyoftaiwaneseyoungefllearners |
_version_ |
1719123782339133440 |