Investigating the Role of Pop Songs on Vocabulary Recall, Attitude and Retention of Iranian EFL Learners: The Case of Gender

Pouya Shakerian, Omid Rezaei, Zeinab Toghyani Murnani, Hamid Moeinmanesh

Abstract


Pop songs are, in fact, an ideal source for incidental vocabulary learning because teenagers often spend large amounts of their free time listening to music and in particular to pop songs. Employing an experimental approach, this study attempted to investigate the role of pop songs on vocabulary recall, attitude and retention of Iranian advanced adult EFL learners based on their gender. In so doing a language placement test (Quick Oxford Placement Test) was administered to 100 male and female language learners studying English at different language institutes in Esfahan, Iran. Ultimately, 60 advanced learners (30 males - 30 females) were selected by leaving out the students of other levels of proficiency and randomly divided into two relatively homogenous groups as musical and non-musical groups. While the students of musical group (=30) were taught the new vocabulary in the syllabus through 60 different pop songs chosen by themselves through a questionnaire, the students of the non-musical group (n=30) were taught new vocabulary without using the songs. The participants were examined based on an English vocabulary test developed by the researchers, which probed into the learners’ vocabulary recall. A questionnaire was also used to investigate the attitude of the learners towards the instruction. A month later the vocabulary test was re-administered as a delayed retention test and obtained data were statistically analyzed. The results of t-tests demonstrated that the musical group outscored the non-musical group on vocabulary recall and retention. The results also showed the male learners perform better than the females.

Keywords: incidental vocabulary, pop songs, vocabulary recall, attitude, retention


Full Text:

PDF

References


Alipour, M., Gorjian, B., Zafari, I. (2012). The effects of songs on EFL learners' vocabulary recall and retention: The case of gender. Advances in Digital Multimedia (ADMM), 1, 140-143.

Ayotte, S. B. (2004). The acquisition of verb forms through song. Dissertation Abstracts International, A: The Humanities and Social Sciences, 65(9), 3356-A.

Baş, G. (2010). Beyin Temelli Oğrenme Yonteminin İngilizce Dersinde Oğrencilerin Erisilerine ve Derse Yonelik Tutumlarına Etkisi. İlköğretim Online, 9(2), 488-507.

Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In D. Dickinson & S. Neuman (Ed.), Handbook of early literacy research (Vol. 2, pp. 41-51). New York: Guilford Press.

Cengiz, Y. (2004). Yabancı Dilde Sozcuk Öğretimine Muzik Kullanımının Etkilerinin Beyin Temelli Oğrenme Kuramı Isığında Arastırılması (Unpublished master thesis). Ankara University, Ankara, Turkey.

Collins, H. M. (2013). The effects of music on foreign language retention in elementary schools, Unpublished MA Thesis. University of Southern Mississippi, the U.S.

de Groot, A. (2006). Effects of stimulus characteristics and background music on foreign language vocabularylearning and forgetting. . Language Learning, 56, 463-506.

Fischler, J. (2006). The rap on stress: Instruction of word and sentence. Unpublished Master thesis. Hamilton University, Minnesota.

Fisher, D. (2001). Early language learning with and without music . Reading Horizons, 42(1), 39-49.

Flohr, S. (2010). Retrieved May 20, 2010, from Presenting and teaching vocabulary in the EFL classroom: http://www.grin.com

Gfeller, K. E. (1983). Musical mnemonics as an aid to retention with normal and learning disabled students. Journal of Music Therapy, 20, 179-189.

Gorjian, B., Alipour, M., & Saffarian, R. (2012). The effect of multisensory techniques on reading comprehension among pre-intermediate EFL learners: The case of gender. Advances in Asian Social Science, 1(2), 192-196.

Gorjian, B., Pazhakh, A. R., & Naghizadeh, M. (2012). Comparative study of conjunctive adverbials (CAs) in native researchers' (NRs) and non-native researchers' (NNRs) experimental articles. Advances in Asian Social Science, 1(2), 224-247.

Gorjian, B., Pazhakh, A. R., & Parang, K. (2012). An investigation on the effect of critical thinking (CT) instructions on Iranian EFL learners’ descriptive writing: A case of gender study. Advances in Asian Social, 1(1), 114-118.

Griva, E. (2009). Retrieved April 10, 2012, from Young learners’ vocabulary strategies employment in a foreign language: http://ressources-cla.univ-fcomte.fr/gerflint/SE_europeen2/griva.pdf

Jones, A. (2010). Music and cognitive process student perceptions. Polyglossia, 19(2010), 143-150.

Köksal, O. (2012). The effect of mnemonic devices on achievement, attitude, vocabulary learning and retention on the fifth year primary school English lessons (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya, Turkey.

Köksal, O., & Yağışan, N., & Çekiç, A. (2013). The effects of music on achievement, attitude and retention in primary school English lessons. Procedia - Social and Behavioral Sciences, 93, 1897-1900.

Marin, O. S. M., & Perry, D. W. (1999). Neurological aspects of music perception and performance. In D. Deutsch (Ed.). In The Psychology of Music (2nd ed., pp. 653-724). San Diego: Academic Press.

Medina, S. L. (1990). The effects of music upon second language vocabulary acquisition. Paper presented at the TESOL conference, San Francisco, CA, the U.S.

Neumann, S. B. (2004). Hear, Hear. Scholastic Parent and Child, 11(4), 22-23.

Ozmentes, S., & Gurgen, E. T. (2010). Pre-school and elementary school pre-service teachers' learning outcomes for music. Procedia Socal and Behavioral Science, 9, 444-449.

Palmer, C., and Kelly, M. (1992). Linguistic prosody and musical meter in song. Journal of Memory and Language, 31, 525-541.

Patel, A. D. (2008). Music, language, and the brain. New York: Oxford University Press.

Peretz, I. (2006). The nature of music from a biological perspective. Cognition , 100, 1-32.

Peterson, D. A. (2006). Music increases frontal EEG coherence during verbal learning. Cognition, 19(4), 133-149.

Ransdell, S. E., & Gilroy, L. (2001). The effects of background music on word processing writing. Computers in Human Behavior, 17(2001), 141-148.

Salcedo, C. S. (2002). The effects of songs in the foreign language classroom on text recall and involuntary mental rehearsal. Dissertation Abstracts International, A: The Humanities and Social Sciences, 63(11).

Salcedo, C. S. (2010). The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal. Journal of College Teaching & Learning, 6, 19-30.

Schon, D., & Magne, C., & Besson, M. (2004). The music of speech: Music training facilitates pitch processing in both, music and language. Psychology, 41(2004), 341-349.

Schuster, D., & Mouzon, D. (1982). Music and vocabulary learning. Journal of the Society for Accelerative Learning and Teaching, 7(1), 82-106.

Setia, R. (2012). English song as a means of aiding students' proficiency development. Retrieved January 9, 2013, from (online), (www.ccsenet.org/ass)

Shen, R. (2009). Using English Song: an Enjoyable and Effective Approach to ELT. Retrieved February 12, 2012, from (Online), (http://ccsenet.org)

Šišková, D. (2008). Teaching vocabulary through music. Diploma Thesis. Masaryk University, Brno, Czech Republic.

Sloboda, J. (1985). The musical mind: The cognitive psychology of music. New York: Oxford Science.

Wallace, W. T. (1994). Memory of music: effect of melody on recall of text. Journal of Experimental Psychology: [19] Learning, Memory, and Cognition, 26(6), 1471-1485.

Wang, D. & Kelly, P. (2013). Making vocabulary memorization strategies more effective and enjoyable for first year Chinese university students. The English Teacher, XLII(2), 74-88.

Zhang, Y & Wu, L. (2011). Crop classification by forward neural network with adaptive chaotic particle swarm optimization. Sensors, 11(5), 4721-4743.

Zhang, Y, Wu, L, Wei, G, & Wang, S. (2011). A novel algorithm for all pairs shortest path problem based on matrix multiplication and pulse coupled neural network. Digital Signal Processing, 21(4), 517-521.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.