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TRANSCRIPT
From singing to From singing to speaking: the use of speaking: the use of music in the Foreign music in the Foreign language classroomlanguage classroom
Laura Margarita Merino Hernández, NAULaura Margarita Merino Hernández, NAU
Music/Música/MusikMusic/Música/Musik
• Music is fun!!!
• Keeps students awake.
• It motivates students
• Helps them realize that there is much more variety other than Mariachi.
• Make it a cultural event!!! (i.e., salsa week)
• They can compare and contrast it with their own music.
• It relates to the national and state standards
ResearchResearch
MUSIC…MUSIC…
--motivates students and --motivates students and improves their proficiency. improves their proficiency. (Ajibade y Yetunde 2008)(Ajibade y Yetunde 2008)
--encourages participation --encourages participation (Marcie, 2006)(Marcie, 2006)
--students learn about the TL --students learn about the TL culture (Hong, 2006)culture (Hong, 2006)
Research QuestionsResearch Questions
• Do students think that the use of music in the classroom helps them improve their proficiency in the foreign language (writing, grammar, vocabulary, culture, listening and speaking)?
• According to students, do they learn better through an implicit or explicit lesson?
ParticipantsParticipants
• 109 Spanish 201(intermediate low) students. 3 different instructors (5 sections of SPA 201).
• 71 women, 38 men.
• Native language: English.
• Age: the majority of the students were 18-28, 1 student was 42, 2 students were 30.
• 37 freshmen, 39 sophomores, 18 juniors, 15 seniors
procedureprocedure
•Likkert questionnaire: 28 questions about their attitude and 4 demographic questions.
•The questionnaire was administered in 5 different Spanish 201 classes.
FindingsFindings
• 47.5% said that songs helped them improve their writing.
• 87.1% of students said that music helped them learn about other cultures.
• 44% said that songs helped them learn grammatical points.
• 74.3% said that songs helped them learn new vocabulary.
• 63.3% said that songs helped them improve their oral skills.
• 91.4% said that songs helped them improve their listening skills.
ConclusionsConclusions
• Like the study made by Hong (2006), this small scale study proved that songs motivate students.
• Like the study made by Ajibade y Yetunde (2008) this study found that besides motivating students, music improves students’ proficiency in almost all the areas of a language.
Limitations and Limitations and recommendationsrecommendations
•The results are based on students’ opinions.
•Do a study with a control group.
•Don’t just play a song, follow the pre-during-post activities.
How to use music in the How to use music in the classroom?classroom?
Before class…Before class…
• Pick a topic/theme – culture, vocabulary, grammar, etc. (accidental “se” in Spanish)
• Find a song – Google it!!! (Se me olvidó otra vez)
• Research the singer/band – country, genre, awards, etc. Google it!!! (Maná)
• Text enhancement: Get the lyrics and underline the target words/phrases.
Some songs I have Some songs I have usedused
•Music •-- Accidental “se” – Elvis Crespo – La foto se me borró
• Maná – Se me olvidó otra vez
• Kalimba – Se té olvidó
•-- Reciprocal pronouns – Armando Manzanero – Somos novios
•-- Past tense – Juanes – La historia de Juan
•-- Subjunctive – Juan Luis Guerra – Ojalá que llueva café
•-- Los gustos – Manu Chao – Me gustas tú
Song with lesson plans Song with lesson plans includedincluded
• Spanish -- Songs with lesson plans included: http://formespa.rediris.es/canciones/
http://www.colby.edu/~bknelson/SLC/
http://www.nacnet.org/assunta/cancion.htm
• English-- ESL songs: http://www.musicalenglishlessons.org/music-index.htm
• French – Songs with activities included
http://sauce.pntic.mec.es/~ede00000/chansonfle.html
http://www.lepointdufle.net/chansons.htm
continued…continued…
• German – Songs
http://www.learngerman4free.com/
• Japanese – Songs
http://www.genkienglish.net/genkijapan/learnjapanesenumbers.htm
http://www.japaneseteaching.org/projects/JLTNQ/songs/
Pre-listeningPre-listening
• Write the name of the singer/band and the title of the song on the board.
• Ask students if they know anything about the singer/band; if so, write the accurate facts on the board.
• Ask about what they know about the country and write the facts on the board.
• Have them look at the title and hypothesize about the meaning of the song. Write it on the board.
Maná- Se me olvidó Maná- Se me olvidó otra vezotra vez
• They are a band
• They are from México
• They play pop/rock music
• They won 3 Grammy awards and 5 Latin Grammy awards
• Food and Agriculture Organization (FOA) Ambassadors
• The song is about love
• The song is about politics
• The song is about someone forgetting something
• The song is about someone hating someone
During listeningDuring listening
• Play the song once without the lyrics.
• Ask them about the gist or words that they could recognize, and eliminate or add hypothesis
• Ask them about the rhythm.
• Give them the lyrics and play the song again.
• Guided comprehension check: Talk about the meaning, the tone, or anything related to the song except the target words/phrases and see what hypothesis (if any) were true.
Post-listeningPost-listening
• Co-construction: Ask students about the target words (bolded/underlined): What do they think they mean? Do they see a pattern? Write it on the board.
• Summarize the properties of the structure (explanation).
• Play the song one last time for fun.
• Have them practice with specific activities, handouts, etc.
Post-listening Post-listening activities activities
• Sing-along
• Skits
• Dance-off
• Create a music video
• Grammar-oriented activities (interview, human bingo, etc.)
Thank Thank you/Gracias/dankeyou/Gracias/danke