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Şarkı Kullanımının Birinci Sınıf İngilizce Öğrencilerinin Kelime Gelişimi Üzerine Etkisi

Year 2018, Volume: 1 Issue: 2, 101 - 120, 30.12.2018

Abstract

Bu çalışmanın amacı, İngilizce sınıflarında şarkı kullanımının etkisini ve birinci sınıf dil öğrencilerinin kelime edinimine ne ölçüde katkı sağladığını araştırmaktır. Katılımcılar, İstanbul’da özel bir ilkokulda öğrenim gören, İngilizceyi yabancı dil olarak öğrenen birinci sınıf öğrencilerinden oluşmaktadır. Veriler, ön test ve son test kelime testlerinden, öğrenci çizimlerinden ve öğretmen tarafından tutulan yansıtıcı günlüklerden oluşmaktadır. Testlerden gelen veriler betimleyici istatistik ve yüzdeler analizi ile sunulmuştur. Çizimlerden ve günlüklerden gelen veriler ise içerik analizi sonucunda ortaya çıkan kodların temalar ve alt-temalar halinde gruplandırılması yoluyla incelenmiştir. Araştırmanın sonunda, İngilizce şarkı dinletmenin küçük yaştaki öğrencilerin kelime hazinesini geliştirdiği görülmüştür. Şarkıların aynı zamanda öğretmen ve öğrenciler tarafından kelime edinimini geliştirmede etkili bir pedagojik araç olduğu görülmüştür.

References

  • Ara, S. (2009). Use of songs, rhymes and games in teaching English to young learners in Bangladesh. Dhaka University Journal of Linguistics, 2(3), 161-172.
  • Barker, P.J. (1999). The philosophy and practice of psychiatric nursing. Journal of Clinical Nursing, 9(4), 652.
  • Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). USA: Prentice Hall Regents.
  • Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60(3), 60-69. doi:10.1080/01619568309538407
  • Cameron, L. (2001). Teaching Languages to Young Learners. doi:10.1017/cbo9780511733109
  • Delibegovic Dzanic, N. (2016). The effect of using songs on young learners and their for learning English. An Interdisciplinary Journal, 1(2), 40-54
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3-31.
  • Griffee, D. T. (1990). Hey baby! Teaching short and slow songs in the ESL classroom. TESL Reporter, 23(4), 67-72.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, Md.: Paul H. Brookes Publishing Co.
  • Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21(2), 181-193.
  • Kalmar, M., & Balasko, G. (1987). "Musical Mother Tongue" and Creativity in Preschool Children's Melody Improvisations. Bulletin of the Council for Research in Music Education, 91, 77-86. Retrieved from http://www.jstor.org/stable/40318066
  • Kampa, K. (2014). Chants and songs in the young learner classroom: A comparison of music use, purpose, and effectiveness from native Japanese speaker and native English speaker perspectives. (Doctoral Dissertation). St. Cloud State University.
  • Kang Shin, J. (2017). Get up and sing! Get up and move! Using songs and movement with young learners of English. English Teaching Forum. pp. 14-25. Retrieved from americanenglish.state.gov/english-teaching-forum
  • Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford, England: Pergamon Press.
  • Lenneberg, E. H. (1967). Biological foundations of language. Hospital Practice, 2(12), pp. 59-67. doi: 10.1080/21548331.1967.11707799
  • Levinowitz, L. M. & Guilmartin, K. K. (1992). Music and Your Child: A Guide for Parents and Caregivers. Princeton, NJ: Music and Movement Center. Music Together LLC.
  • McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282. doi.org/10.11613/BM.2012.031
  • Miles, H. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Medina, S. (1990). The effects of music upon second language vocabulary acquisition. San Francisco, CA.
  • Medina, S. (2011). The impact of rhythm upon verbal memory. MexTESOL Journal, 26(1), 7-10.
  • Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential requirements. Educationist, 4(2), pp. 120-125
  • Nation, P. (1985). Listening techniques for a comprehension approach to language learning. In English Language Forum, 23 (4), pp. 17-21).
  • Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal, 36(3), 227-232.
  • Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL (5th ed.). Boston: Pearson.
  • Piaget, J., & Delval, J. A. (1970). Genetic epistemology. New York, NY: W.W. Norton & Company.
  • Razak, N. A. N. A., & Yunus, M. M. (2016). Using action songs in teaching action words to young ESL learners. International Journal of Language Education and Applied Linguistics, 12(4), pp. 15-24.
  • Saricoban, A. & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal 6(10), pp. 1-7.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. Aching, 2(1), 88-94.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
  • Shen, C. (2009). Using English songs: An enjoyable and effective approach to Elt. CCSE, 2(1), pp. 88-94. doi:10.5539/elt.v2n1p88
  • Shin, J. K. (2006). Ten Helpful Ideas for Teaching English to Young Learners. In English Teaching Forum, 44(2), p. 2-7
  • Slatterly, M., and J. Willis. (2003). English for primary teachers. Oxford: Oxford University Press.
  • Stern, M. M. (1951). Anxiety, trauma, and shock. The Psychoanalytic Quarterly, 20(2), 179-203.
  • Zdorenko, T., & Paradis, J. (2012). Articles in child L2 English: When L1 and L2 acquisition meet at the interface. First Language, 32(1-2), 38-62.

Effects of Songs on the Development of Vocabulary Among First Grade EFL Learners

Year 2018, Volume: 1 Issue: 2, 101 - 120, 30.12.2018

Abstract

The aim of this research study was to investigate the impact of using songs in English as a foreign language (EFL) classrooms and examine to what extent it contributes to the vocabulary development of the first graders. The participants were 1st grade Turkish EFL learners studying at a private k-12 school in Istanbul, Turkey. Data were collected from pre- and post- vocabulary tests, students’ picture drawings and the teacher’s reflections related to implementing songs while teaching English to young learners (TEYL). The results revealed that songs help young learners to improve their vocabulary and they are also perceived by their teacher as effective pedagogical tools to promote vocabulary while teaching English to young learners.

References

  • Ara, S. (2009). Use of songs, rhymes and games in teaching English to young learners in Bangladesh. Dhaka University Journal of Linguistics, 2(3), 161-172.
  • Barker, P.J. (1999). The philosophy and practice of psychiatric nursing. Journal of Clinical Nursing, 9(4), 652.
  • Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). USA: Prentice Hall Regents.
  • Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60(3), 60-69. doi:10.1080/01619568309538407
  • Cameron, L. (2001). Teaching Languages to Young Learners. doi:10.1017/cbo9780511733109
  • Delibegovic Dzanic, N. (2016). The effect of using songs on young learners and their for learning English. An Interdisciplinary Journal, 1(2), 40-54
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3-31.
  • Griffee, D. T. (1990). Hey baby! Teaching short and slow songs in the ESL classroom. TESL Reporter, 23(4), 67-72.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, Md.: Paul H. Brookes Publishing Co.
  • Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21(2), 181-193.
  • Kalmar, M., & Balasko, G. (1987). "Musical Mother Tongue" and Creativity in Preschool Children's Melody Improvisations. Bulletin of the Council for Research in Music Education, 91, 77-86. Retrieved from http://www.jstor.org/stable/40318066
  • Kampa, K. (2014). Chants and songs in the young learner classroom: A comparison of music use, purpose, and effectiveness from native Japanese speaker and native English speaker perspectives. (Doctoral Dissertation). St. Cloud State University.
  • Kang Shin, J. (2017). Get up and sing! Get up and move! Using songs and movement with young learners of English. English Teaching Forum. pp. 14-25. Retrieved from americanenglish.state.gov/english-teaching-forum
  • Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford, England: Pergamon Press.
  • Lenneberg, E. H. (1967). Biological foundations of language. Hospital Practice, 2(12), pp. 59-67. doi: 10.1080/21548331.1967.11707799
  • Levinowitz, L. M. & Guilmartin, K. K. (1992). Music and Your Child: A Guide for Parents and Caregivers. Princeton, NJ: Music and Movement Center. Music Together LLC.
  • McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282. doi.org/10.11613/BM.2012.031
  • Miles, H. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Medina, S. (1990). The effects of music upon second language vocabulary acquisition. San Francisco, CA.
  • Medina, S. (2011). The impact of rhythm upon verbal memory. MexTESOL Journal, 26(1), 7-10.
  • Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential requirements. Educationist, 4(2), pp. 120-125
  • Nation, P. (1985). Listening techniques for a comprehension approach to language learning. In English Language Forum, 23 (4), pp. 17-21).
  • Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal, 36(3), 227-232.
  • Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL (5th ed.). Boston: Pearson.
  • Piaget, J., & Delval, J. A. (1970). Genetic epistemology. New York, NY: W.W. Norton & Company.
  • Razak, N. A. N. A., & Yunus, M. M. (2016). Using action songs in teaching action words to young ESL learners. International Journal of Language Education and Applied Linguistics, 12(4), pp. 15-24.
  • Saricoban, A. & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal 6(10), pp. 1-7.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. Aching, 2(1), 88-94.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
  • Shen, C. (2009). Using English songs: An enjoyable and effective approach to Elt. CCSE, 2(1), pp. 88-94. doi:10.5539/elt.v2n1p88
  • Shin, J. K. (2006). Ten Helpful Ideas for Teaching English to Young Learners. In English Teaching Forum, 44(2), p. 2-7
  • Slatterly, M., and J. Willis. (2003). English for primary teachers. Oxford: Oxford University Press.
  • Stern, M. M. (1951). Anxiety, trauma, and shock. The Psychoanalytic Quarterly, 20(2), 179-203.
  • Zdorenko, T., & Paradis, J. (2012). Articles in child L2 English: When L1 and L2 acquisition meet at the interface. First Language, 32(1-2), 38-62.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Gülsüm Çevikbaş This is me

Nergis Yumurtacı This is me

Enisa Mede

Publication Date December 30, 2018
Acceptance Date October 9, 2018
Published in Issue Year 2018 Volume: 1 Issue: 2

Cite

APA Çevikbaş, G., Yumurtacı, N., & Mede, E. (2018). Effects of Songs on the Development of Vocabulary Among First Grade EFL Learners. Language Teaching and Educational Research, 1(2), 101-120.