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  • (Ajibade y Yetunde 2008)—Nigeria, estudiantes de preparatoria, Inglés (Marcie, 2006) – universidad, intermedio, Español (Hong, 2006) – percepción de maestros de coreano, heritage speakers

Transcript

  • 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
  • 3.  
  • 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.)
  • 21. Thank you/Gracias/danke