Azl apres.2
- 1. From singing to speaking: the use of music in the Foreign language classroom Laura Margarita Merino Hernández, NAU
- 2. Music/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
- 4. Research MUSIC… --motivates students and improves their proficiency. (Ajibade y Yetunde 2008) --encourages participation (Marcie, 2006) --students learn about the TL culture (Hong, 2006)
- 5. Research 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?
- 6. Participants 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
- 7. procedure Likkert questionnaire: 28 questions about their attitude and 4 demographic questions. The questionnaire was administered in 5 different Spanish 201 classes.
- 8. Findings 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.
- 9. Conclusions 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.
- 10. Limitations and recommendations 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.
- 11. How to use music in the classroom?
- 12. 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.
- 13. Some songs I have used 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
- 14. Song with lesson plans included 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
- 15. continued… German – Songs http://www.learngerman4free.com/ Japanese – Songs http://www.genkienglish.net/genkijapan/learnjapanesenumbers.htm http://www.japaneseteaching.org/projects/JLTNQ/songs/
- 16. Pre-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.
- 17. Maná- Se me olvidó otra 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
- 18. During 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.
- 19. Post-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.
- 20. Post-listening activities Sing-along Skits Dance-off Create a music video Grammar-oriented activities (interview, human bingo, etc.)
Editor's Notes
- #5: (Ajibade y Yetunde 2008)—Nigeria, estudiantes de preparatoria, Inglés (Marcie, 2006) – universidad, intermedio, Español (Hong, 2006) – percepción de maestros de coreano, heritage speakers