The role of music and songs in teaching English vocabulary

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World Scientific News 43 1 2016 1 55,Table of Contents. Introduction,Chapter One,Teaching vocabulary,1 1 Definition of vocabulary 5. 1 2 The importance of teaching vocabulary 5,1 3 Criteria for vocabulary selection 6. 1 3 1 Frequency 7,1 3 2 Need and level 7,1 3 3 Cultural factors 8. 1 3 4 Expediency 8,1 3 5 Learnability and coverage 8.
1 4 Elements of word knowledge 9,1 4 1 Form 9,1 4 2 Meaning 9. 1 5 Vocabulary distinction 14,1 5 1 Receptive vocabulary 14. 1 5 2 Productive vocabulary 14,1 6 Vocabulary presentation 15. 1 6 1 Visual techniques 15,1 6 2 Verbal techniques 15. 1 6 3 Translation 16,1 7 Practising vocabulary 16,1 7 1 Types of vocabulary activities 16.
1 7 2 Games in vocabulary practice 18,1 8 Remembering words 18. 1 8 1 Short term working memory and long term memory 19. 1 9 Vocabulary testing 20,1 10 Summary 21,World Scientific News 43 1 2016 1 55. Chapter Two, The importance of music and songs in the ELT classroom. 2 1 Definition of music and a song 22,2 2 The role of music in everyday life 22. 2 3 Reasons for using songs in the classroom 23, 2 4 Benefits of using music and songs in the classroom 24.
2 4 1 Motivation 24,2 4 2 Positive atmosphere 24,2 4 3 Cultural and historical knowledge 25. 2 4 4 Linguistic knowledge 25,2 4 5 Other advantages 26. 2 4 6 Disadvantages of using music and songs in the classroom 26. 2 5 Criteria for a song selection 27,2 6 Songs in the ESL classroom 27. 2 6 1 Three stages of a song 27,2 6 2 Song activities 29. 2 7 Summary 31,Chapter Three,3 1 Aims of the study 32.
3 2 Description of the participants 32,3 3 Instruments and procedures 32. 3 4 Presentation of the results 34,3 5 Discussion of the results 40. 3 6 Weaknesses of the study 41,3 7 Pedagogical implications 41. Conclusion 42,References 42,Abstract in Polish 45,Appendices 46. World Scientific News 43 1 2016 1 55,INTRODUCTION, The first chapter attempts to describe teaching vocabulary in the ELT classroom This.
section opens with explaining such a wide term as vocabulary is Next reasons for teaching. vocabulary are provided and also quite a vast part is devoted to six criteria for vocabulary. selection Another issue which is discussed in this chapter is the two elements of word. knowledge form and meaning Then the division into receptive and productive vocabulary. is presented Various vocabulary presentation techniques are also depicted in Chapter One. Different types of vocabulary practice as well as the role of games in practicing lexis are. detailed The final sections of this unit are dedicated to three types of memory and. vocabulary testing techniques, The focus of Chapter Two is on the importance of using music and songs in ESL. classroom Notions of music and a song are followed by presenting the role of music in. everyday life and discussing the importance of using songs in a foreign language classroom. The next subchapter comprising six parts is concerned with detailed advantages and some. disadvantages of using songs in the classroom The chapter also describes how to select songs. in order to make them effective tools in ESL classroom The rest of this section illustrates. song procedures and then types of song activities, Chapter Three contains an analysis of vocabulary acquisition tested through the. introduction of the same item of lexis in two groups A series of two lessons were conducted. in a primary school among fifth graders and tests analyses are presented One group was. introduced to vocabulary through songs and the second one through other techniques mainly. translations in L1 A day before the study both groups were given pre tests to check if they. already knew the vocabulary or not Then at the end of the lesson the students from an. experimental group were handed out post tests I The following lessons also started with post. tests II to check how many words the learners could recall a week later after introducing. lexical items through the song and how many they could remember after only simple. translations into mother tongue The analysis concentrates on comparing the results of the. post tests The teachers observations students evaluations and comments supplement the. third chapter,World Scientific News 43 1 2016 1 55. Chapter One Teaching vocabulary,1 1 Definition of vocabulary. The very first definition which should be presented in the beginning of this MA thesis. is that of vocabulary Unquestionably it is not easy to explain such a wide term for the reason. there are different definitions of vocabulary and various authors see them in a different way. the following part deals with three definitions, To begin with Ur writes that vocabulary can be defined roughly as the words we.
teach in the foreign language 1996 60 However she points out that word is inadequate to. describe the phrase vocabulary There are plentiful examples in which more than one word is. used to represent an idea for example mother in law record shop In these words there are. two or three words used but still they present one concept Next the author also enumerates. multi word idioms for instance call a day in which the meaning is not possible to conjecture. only by knowing the meaning of given words Ur 1996 60 Therefore we cannot talk about. vocabulary alone in terms of words Ur finally suggests to talk about vocabulary items rather. than words 1996 60, According to Scrivener 2005 227 vocabulary typically refers mainly to single words. e g dog green wash and sometimes to very tightly linked two or three word combinations. e g stock market compact disc sky blue go off Interestingly the author also uses the. term lexis which refers to our internal database of words and complete ready made. fixed semi fixed typical combinations of words that we can recall and use quite quickly. without having to construct new phrases and sentences word by word from scratch using our. knowledge of grammar Scrivener 2005 227 Thus the distinction between the notion of. vocabulary and lexis is clearly visible Vocabulary is seen as single words and word. combinations on the other hand the concept of lexis is much more wider. The work of Carter and McCarthy 1988 viii clarifies that vocabulary cannot be. treated as one such key topic The authors add that vocabulary i s as if its subject matter. has been subsumed as it were within other fields for example within the study of reading in. a foreign language or within writing or as part of second language acquisition more. generally conceived Carter McCarthy 1988 vii Quoting from McCarthy 1990 viii. vocabulary is the single biggest component of any language course. Searching for some other explanations one may encounter that of Lewis who. metaphorically states that lexis is the core or heart of language but in language teaching has. always been the Cinderella 1993 89 The author highlights the importance of vocabulary. existence in a language but in terms of language teaching he compares lexis to the. Cinderella who was not treated seriously by her stepmother and her stepsisters. 1 2 The importance of teaching vocabulary, Although the answer to this seemingly apparent question is easy it must be explained. as teaching any part of a language has to be firmly supported Effective foreign language. learning necessitates assimilation of all four skills grammar vocabulary and pronunciation. The famous proverb says actions speak louder than words Yet very often these are the. words that convey one s information Basically it is impossible to imagine what life would. look like if there were no words,World Scientific News 43 1 2016 1 55. McCarthy 1990 viii states that n o matter how well the student learns grammar no. matter how successfully the sounds of L2 are mastered without words to express a wide. range of meaning communication in L2 just cannot happen in any meaningful way Thus. the goal of vocabulary teaching shown in this citation is being able to communicate The. author underlines the significance of vocabulary over grammar and pronunciation Next he. also adds that vocabulary often seems to be the least well catered for of all the aspects of. learning a foreign language McCarthy 1990 viii, Komorowska 2005 151 152 is of the same mind as McCarthy and she is of the. opinion that the basic aim of language learning nowadays is communication and vocabulary. plays an important role in conversation Next the author adds that the reason of. communication blockage is unfamiliarity of indispensable words whereas the fact that the. sentence may be grammatically incorrect is not of a big concern Additionally she points out. that without vocabulary exercise no speaking listening comprehension reading and writing. developments are possible, Vocabulary is fundamental to foreign language teaching because without adequate.
vocabulary students cannot not only express their own ideas but also comprehend others This. is how Wilkins 1972 111 112 summed up the importance of vocabulary learning without. grammar very little can be conveyed without vocabulary nothing can be conveyed Even. without grammar with some useful expressions and elementary words people may manage to. communicate at a basic level When going abroad people firstly learn basic vocabulary. because it helps them to exchange information with native speakers of a given language. Wilkins 1972 112, Ur 2012 3 writes that words carry meaning If a person wishes to communicate lexis. and the minimum knowledge of grammar is useful not conversely Due to the knowledge of. vocabulary the potential user of a language is capable of communicating Within reading. activities students would not manage to understand a text it they did not acquire enough. vocabulary items Similarly the same scenario would develop while listening apprehension. Szpotowicz and Szulc Kurpaska 2009 98 claim that it is known that students like. learning new vocabulary Not only they are curious of what a new word looks like how it. sounds but also what it means The authors add that students simply love experiencing with. new lexical items particularly with sounds Some children are surely fond of practising them. while doing varied pronunciation training Still even if children tend to forget words. developing and building new lexicon are the most essential principles while talking about. teaching a mother tongue Nonetheless it is also worth remembering that vocabulary plays the. fundamental role both in the course of learning and also in real life Words describe things. and carry the meaning Additionally it is nearly impossible to communicate with others using. only grammar notably when talking about young learners who do not operate advanced. grammatical structures Finally the authors propose that the teachers should spend more time. on practising and developing new language items Szpotowicz Szulc Kurpaska 2009 98. 1 3 Criteria for vocabulary selection, Teachers of foreign languages should be aware of the fact that teaching vocabulary is. one of the most important and difficult aspects in teaching process Even the choice of. vocabulary which is to be taught to the learners does not belong to the simplest decisions. Most of classes are heterogeneous ones hence every student is not the same Essentially. World Scientific News 43 1 2016 1 55, teachers should accept that particular situations differ from each other and vocabulary. components that are critical in some circumstances might be absolutely useless in other. situations However one fact remains unaltered namely while selecting vocabulary the. teacher should take account of several criteria These benchmarks are frequency need and. level cultural factors expediency and also an aspect of learnability and coverage McCarthy. 1 3 1 Frequency, To start with the educator should think about the number of occurrences of words in the. target language According to McCarthy 1990 66 i t seems self evident that the most. frequent words in any language will be the most useful ones for the learners of that language. and therefore the best to start off with in order to give the learner a basic set of tools for. communication The more iterated a word is the more useful it becomes Nation 1990 18. suggests that word frequency counts may help mentors and course designers in some ways. First and foremost they may help the teacher build up a feeling about which words are. valuable and should be given attention and which are uncommon As a result they can. contribute to creating word lists for teaching for designing vocabulary tests and for preparing. graded courses and reading texts Unluckily frequency does not always promise usefulness. That is to say a word of low regularity may be essential if it is either hard to find its synonym. or it is the only item that represents a specific semantic value Very often useful and important. words do no appear in the first or second 1000 words of frequency counts It commonly. happens that these words are concrete nouns for example a stomach a bath and stupid. Nation 1990 20,1 3 2 Need and level, Another important factors for choosing vocabulary components are learners needs and.
language level Actually it is the teacher s responsibility to recognise what students need. lexis for Haycraft 1992 44 45 is of the opinion that if a learner wants to know a certain. word it is worth teaching it to him because motivation will g. The role of music and songs in teaching English vocabulary to students Anna Ku nierek Department of English Language Higher School of Strange Languages name of Samuela Bogumila Lindego 59 w Marcin Street 61 806 Poznan Poland E mail address annakusnierek onet eu ABSTRACT Certainly it might be difficult to imagine what the world would look like if tunes on the radio or on TV were off

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