國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	左金瑞 Chin-Jui Tso
論文名稱：	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 The Effect of English Pop Songs on the Retention of A Novel Grammar Structure: A Study of Taiwanese Young EFL Learners.
指導教授：	劉宇挺 Liu, Yeu-Ting
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2015
畢業學年度：	103
語文別：	英文
論文頁數：	97
中文關鍵詞：	流行歌曲、學習風格、聽覺輸入、英語學習
英文關鍵詞：	Pop Songs, Learning Styles, Auditory Input, English Learning
論文種類：	學術論文
相關次數：	點閱：297 下載：62
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

第二語言學者常指出歌曲有助於增加學生學習動機。然而有關歌曲對增進語言能力的實證研究卻相當缺乏。因此，本研究旨在探討流行歌曲對英語文法結構記憶影響的效益，著眼於： (1) 流行歌曲的聽覺輸入對英語文法結構記憶的影響。(2) 流行歌曲中不同的聽覺輸入對英語文法結構記憶的影響。以及 (3)不同的聽覺輸入對於不同學習風格者在英語文法結構記憶的影響。
本研究以三個班共94位九年級生為對象。此三個班被隨機指派為歌唱組、朗讀組、以及控制組。並依不同學習風格，將各組內的受試者分為：聽覺學習者、視覺學習者、以及平衡學習者。實驗課程共計四週，所有組別皆閱讀四首歌曲的歌詞。而在實施方法上，歌唱組聆聽流行歌曲，朗讀組只聆聽歌曲的朗讀，而控制組則無歌詞的聽覺輸入。
研究結果顯示，流行歌曲的聽覺輸入結合了音段和旋律，有助於英語文法結構的記憶。此外，不同學習風格不會影響英語學習者對流行歌曲在文法結構上的記憶。
最後，根據研究發現，本文提出流行歌曲在英語文法結構教學上之建議以作為教學者的參考。

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.

中文摘要    i
ABSTRACT    ii
ACKNOWLEDGEMENTS    iv
CHAPTER ONE INTRODUCTION    1
1.1 Motivation and Background    1
1.2 Rationale and Scope of the Study    5
1.3 Research Questions    5
1.4 Significance of the Study    6
1.5 Organization of the Study    6
CHAPTER TWO LITERATURE REVIEW    7
2.1 Songs as a Mnemonic Device    7
2.1.1 Songs as a Mnemonic Device for Text Recall    7
2.1.2 Songs and Grammar Retention    10
2.2 Different Sound Forms in Dual-Modality Input of Songs    13
2.2.1 The Effect of the Combination of Prosody and Segments Plus Visual Modality    15
2.2.2 The Effect of Segments Plus Visual Modality    16
2.3 Learning Styles    19
2.3.1 Style-based Instruction    20
2.3.2 Assessing Learners’ Learning Styles    21
2.4 Major Findings and Limitations    23
CHAPTER THREE METHODOLOGY    25
3.1 Participants    25
3.2 Instruments    26
3.2.1 Pretest of the Target Grammar Structure    26
3.2.2 Immediate Posttests of the Target Grammar Structure    27
3.2.3 Delayed Posttest of the Target Grammar Structure    28
3.2.4 The CRT    28
3.2.5 Feedback Questionnaire of Song Instruction    29
3.3 Materials    30
3.3.1 Pop Songs Selected for the Learning Sessions    30
3.3.2 The Target Grammar Structure    31
3.3.3 Treatment    32
3.4 Procedures of the Study    33
3.5 Data Analysis    36
CHAPTER FOUR RESULTS    37
4.1 The Overall Performance of the Target Grammar Structure Tasks    37
4.2 The Effect of Pop Songs on the Retention of the Target Grammar Structure    40
4.3 The Effect of Different Auditory Input of Songs on the Retention of the Target Grammar Structure    42
4.4 The Effect of Learners’ Preferred Learning Styles with Different Treatments on the Target Grammar Structure    43
CHAPTER FIVE DISCUSSIONS AND CONCLUSION    46
5.1 Summary of the Findings    46
5.2 Discussions of the Research Questions    47
5.2.1 The Effect of Pop Songs on the Retention of the Target Grammar Structure    47
5.2.2 The Effect of Different Auditory Input of Songs on the Retention of the Target Grammar Structure    50
5.2.3 The Effect of Learners’ Preferred Learning Styles with Different Treatments on the Retention of the Target Grammar Structure    52
5.3 The Pedagogical Implications    53
5.4 Limitations of the Study    56
5.5 Suggestions for Future Research    56
REFERENCES    59
APPENDIXES    62
Appendix A: Pretest of the Target Structure (Delayed Posttest of the Target Structure)    62
Appendix B: Posttest of Target Structure 1    66
Appendix C: Posttest of Target Structure 2    70
Appendix D: Posttest of Target Structure 3    74
Appendix E: Posttest of Target Structure 4    78
Appendix F: The CRT    82
Appendix G: Feedback Questionnaire of Song Instruction    88
Appendix H: "If I Were A Boy" by Beyoncé Knowles    90
Appendix I: "If Today Was Your Last Day” by Nickelback    92
Appendix J: "If This Was A Movie" by Taylor Swift    94
Appendix K: "If You Could See Me Now" by The Script    96

                                

REFERENCES
Abbott, M. (2002). Using music to promote L2 learning among adult learners. TESOL Journal, 11(1), 10-17.
Ashcraft, M., H. (1994). Human memory and cognition. New York: Harper Collins College Publisher.
Anderson, N. (1993). Reapted Reading. In R. R. Day (Ed.), New ways in teaching reading (pp.190-191). Alexandria, VA: Teachers of English to Speakers of Other Languages.
Baddeley, A. (2003). Working memory and language: an overview. Journal of communication disorders, 36(3), 189-208.
Chen, Y.C., & Chen, P. C. (2009). The effect of English popular songs on learning motivation and learning performance. WHAMPOA-An Interdisciplinary Journal, 56, 13-28.
Cifuentes, M. C. (2006). Songs in the English class: A strategy to encourage tenth graders' oral production. Profile, 7, 47-57.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 386-406.
Han, Z., & Chen, C. L. A. (2010). Repeated-reading based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22(2), 242-262.
Jolly, Y. S. (1975). The use of songs in teaching foreign languages. Modern Language Journal, 59(1-2), 11-14.
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30.
Lee, C. H. (2013). Impact of English Pop Music on Young EFL Learners’ Learning and Retention of English Subjunctive Mood Construction: A Case Study of A Junior High School in Taipei City. Unpublished Master Degree Thesis. National Taiwan Normal University.
Lems, K. (1996). For a song: Music across the ESL curriculum. Paper presented at the annual convention of Teachers of English to Speakers of Other Language, Chicago.
Leveridge, A. N., & Yang, J. C. (2013). Testing learner reliance on caption supports in second language listening comprehension multimedia environments. ReCALL, 25(02), 199-214.
Lin, S. C. (2011). The effects of English song instruction on junior high school students' grammar learning. Unpublished Master Degree Thesis. National Chengchi University, Taiwan.
Mora, C. F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152.
Murphey, T. (1990). The Song Stuck in My Head Phenomenon: a Melodic Din in the Head? System, 18(1), 53-64.
Rohrer, D., & Pashler, H. (2012). Learning styles: where's the evidence? Medical education, 46(7), 634-635.
Samuels, S. J. (1997). The method of repeated readings. Psychology, 6, 293-323.
Selcedo, C. S. (2010). The effect of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal. Journal of College Teaching and Learning, 7(6), 19-30.
Wallace, W. T. (1994). Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(6), 1471-1485.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 57(4), 541-572.

簡易檢索 / 詳目顯示

相關論文