Effects of music use in English language learning: the case of two Moroccan high school science classes.
Abstract
The use of songs and many other music activities are usually perceived as useless in different teaching settings. Still, as studies showed, the strong effect and multifaceted changes music creates in both the learner and the learning process can’t be denied and hence provides a rationale for integrating them in EFL classrooms. This paper is part of an action research conducted in a Moroccan private high-school. Two science groups took part in the study. The study aimed to check if any positive outcome would take place in the students due to music use. The findings of this action research concluded that, after being exposed to music activities sporadically, the two groups showed a change in attitudes and motivation to the English class.
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Newham (1995) observeda“closerelationshipbetweensongand
Newham (1995) observeda“closerelationshipbetweensongand
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Arévalo, E. A. R. (2010). The use of songs as a tool to work on listening and culture listening and culture in EFL classes classes. Cuadernos de Lingüística Hispánica, (15), 121-138.
Calvert, S. L., & Tart, M. (1993). Song versus verbal forms for very-long-term, long-term, and shortterm verbatim recall. Journal of Applied Developmental Psychology, 14(2), 245-260.
Džanić, N. D., & Pejić, A. (2016). The Effect of Using Songs on Young Learners and Their Motivation for Learning English. NETSOL 1 (2), 40-54.
Gardner, R.C., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley: Newbury House.
Griffee, D. T. (1992). Songs in Action. London: Prentice Hall International.
Jäncke, L. (2012). The relationship between music and language. Frontiers in psychology, 3, 123.
Jones, R. (2008). Echoing Their Lives: Teaching Russian Language and Culture through the Music of Vladimir S. Vysotsky (Doctoral Dissertation, University of Texas at Austin)
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford university press. Retrieved from file:///C:/Users/tech/Downloads/Techniques_and_Principles_in_Language_Te.pdf
Lozanov, G. (1978). Suggestulogy and Outlines of Suggestopedy. Philadelphia. PA: Gordon and Breach.
memory”,andArleo (2000) arguedthat“themnemonicvalueofsongs,is,ofcourse,one
memory”,andArleo (2000) arguedthat“themnemonicvalueofsongs,is,ofcourse,one
memory”,andArleo (2000) arguedthat“themnemonicvalueofsongs,is,ofcourse,one
memory”,andArleo (2000) arguedthat“themnemonicvalueofsongs,is,ofcourse,one
memory”,andArleo (2000) arguedthat“themnemonicvalueofsongs,is,ofcourse,one
Metaxa, X. T. (2013). The effect of authentic songs on vocabulary acquisition in the English foreign language classroom (Doctoral Dissertation, Saint Louis University).
Mora, C. F. (2000). Foreign language acquisition and melody singing. ELT journal, 54(2), 146-152.
Newham (1995) Newham, P. (1995). Making a song and dance: The musical voice of language. Journal of
Newham (1995) observeda“closerelationshipbetweensongand
Newham (1995) observeda“closerelationshipbetweensongand
Newham (1995) observeda“closerelationshipbetweensongand
Newham (1995) observeda“closerelationshipbetweensongand
Newham (1995) observeda“closerelationshipbetweensongand
Newham,P(1995). Making a song and dance: the musical voice of language.journal of the imagination in language learning,3,66-74.
ofthebestreasonsforusingthemintheclassroom”(p.10).
ofthebestreasonsforusingthemintheclassroom”(p.10).
ofthebestreasonsforusingthemintheclassroom”(p.10).
ofthebestreasonsforusingthemintheclassroom”(p.10).
ofthebestreasonsforusingthemintheclassroom”(p.10).
R. M., & Abu Seman, N. (2012). English songs as means of aiding students’ proficiency development. Asian Social Science, 8(7), 270-274
Setia, R., Rahim, R. A., Nair, G. K. S., Mohd Adam, A. F. B., Husin, N., Sabapathy, E., Mohamad, R., Mat So’od, S. M., Md Yusoff, N. I., Mohd Razlan, R., Abd Jalil, N. A., Kassim,
Shen, C. (2009). Using English Songs: An Enjoyable and Effective Approach to ELT. English language teaching, 2(1), 88-94.
Sloboda, J. A. (1989). The musical mind: The cognitive psychology of music. Oxford: Oxford University Press.
Stevick, E. (1980). Teaching Languages. A Way and Ways. Rowley, MA: Newbury House.
Tegge, F. A. G. (2015). Investigating song-based language teaching and its effect on lexical learning. (Doctoral Dissertation, Victoria University of Wellington).
Authors
[1]
“Effects of music use in English language learning: the case of two Moroccan high school science classes”., Soc. sci. humanities j., vol. 4, no. 10, pp. 2013–2018, Oct. 2020, Accessed: Nov. 24, 2024. [Online]. Available: https://sshjournal.com/index.php/sshj/article/view/621
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