From singing to speaking: the use of music in the Foreign language classroom Laura Margarita Merino Hernández, NAU
Music/Música/Musik <ul><li>Music is fun!!! </li></ul><ul><li>Keeps students awake. </li></ul><ul><li>It motivates students...
 
Research <ul><li>MUSIC… </li></ul><ul><li>--motivates students and improves their proficiency. (Ajibade y Yetunde 2008) </...
Research Questions <ul><li>Do students think that the use of music in the classroom helps them improve their proficiency i...
Participants <ul><li>109 Spanish 201(intermediate low) students.  3 different instructors (5 sections of SPA 201).  </li><...
procedure <ul><li>Likkert questionnaire: 28 questions about their attitude and 4 demographic questions. </li></ul><ul><li>...
Findings <ul><li>47.5% said that songs helped them improve their writing.  </li></ul><ul><li>87.1% of students said that m...
Conclusions <ul><li>Like the study made by Hong (2006), this small scale study proved that songs motivate students. </li><...
Limitations and recommendations <ul><li>The results are based on students’ opinions. </li></ul><ul><li>Do a study with a c...
How to use music in the classroom?
Before class… <ul><li>Pick a topic/theme – culture, vocabulary, grammar, etc. (accidental “se” in Spanish) </li></ul><ul><...
Some songs I have used <ul><li>Music  </li></ul><ul><li>-- Accidental “se” – Elvis Crespo – La foto se me borró  </li></ul...
Song with lesson plans included <ul><li>Spanish -- Songs with lesson plans included:  http://formespa.rediris.es/canciones...
continued… <ul><li>German – Songs </li></ul><ul><li>	http://www.learngerman4free.com/   </li></ul><ul><li>Japanese – Songs...
Pre-listening <ul><li>Write the name of the singer/band and the title of the song on the board. </li></ul><ul><li>Ask stud...
Maná- Se me olvidó otra vez <ul><li>They are a band </li></ul><ul><li>They are from México </li></ul><ul><li>They play pop...
During listening <ul><li>Play the song once without the lyrics. </li></ul><ul><li>Ask them about the gist or words that th...
Post-listening <ul><li>Co-construction: Ask students about the target words (bolded/underlined): What do they think they m...
Post-listening activities  <ul><li>Sing-along </li></ul><ul><li>Skits </li></ul><ul><li>Dance-off </li></ul><ul><li>Create...
Thank you/Gracias/danke
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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
  • Azl apres.2

    1. 1. From singing to speaking: the use of music in the Foreign language classroom Laura Margarita Merino Hernández, NAU
    2. 2. Music/Música/Musik <ul><li>Music is fun!!! </li></ul><ul><li>Keeps students awake. </li></ul><ul><li>It motivates students </li></ul><ul><li>Helps them realize that there is much more variety other than Mariachi. </li></ul><ul><li>Make it a cultural event!!! (i.e., salsa week) </li></ul><ul><li>They can compare and contrast it with their own music. </li></ul><ul><li>It relates to the national and state standards </li></ul>
    3. 4. Research <ul><li>MUSIC… </li></ul><ul><li>--motivates students and improves their proficiency. (Ajibade y Yetunde 2008) </li></ul><ul><li>--encourages participation (Marcie, 2006) </li></ul><ul><li>--students learn about the TL culture (Hong, 2006) </li></ul>
    4. 5. Research Questions <ul><li>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)? </li></ul><ul><li>According to students, do they learn better through an implicit or explicit lesson? </li></ul>
    5. 6. Participants <ul><li>109 Spanish 201(intermediate low) students. 3 different instructors (5 sections of SPA 201). </li></ul><ul><li>71 women, 38 men. </li></ul><ul><li>Native language: English. </li></ul><ul><li>Age: the majority of the students were 18-28, 1 student was 42, 2 students were 30. </li></ul><ul><li>37 freshmen, 39 sophomores, 18 juniors, 15 seniors </li></ul>
    6. 7. procedure <ul><li>Likkert questionnaire: 28 questions about their attitude and 4 demographic questions. </li></ul><ul><li>The questionnaire was administered in 5 different Spanish 201 classes. </li></ul>
    7. 8. Findings <ul><li>47.5% said that songs helped them improve their writing. </li></ul><ul><li>87.1% of students said that music helped them learn about other cultures . </li></ul><ul><li>44% said that songs helped them learn grammatical points. </li></ul><ul><li>74.3% said that songs helped them learn new vocabulary. </li></ul><ul><li>63.3% said that songs helped them improve their oral skills. </li></ul><ul><li>91.4% said that songs helped them improve their listening skills. </li></ul>
    8. 9. Conclusions <ul><li>Like the study made by Hong (2006), this small scale study proved that songs motivate students. </li></ul><ul><li>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. </li></ul>
    9. 10. Limitations and recommendations <ul><li>The results are based on students’ opinions. </li></ul><ul><li>Do a study with a control group. </li></ul><ul><li>Don’t just play a song, follow the pre-during-post activities. </li></ul>
    10. 11. How to use music in the classroom?
    11. 12. Before class… <ul><li>Pick a topic/theme – culture, vocabulary, grammar, etc. (accidental “se” in Spanish) </li></ul><ul><li>Find a song – Google it!!! (Se me olvidó otra vez) </li></ul><ul><li>Research the singer/band – country, genre, awards, etc. Google it!!! (Maná) </li></ul><ul><li>Text enhancement: Get the lyrics and underline the target words/phrases. </li></ul>
    12. 13. Some songs I have used <ul><li>Music </li></ul><ul><li>-- Accidental “se” – Elvis Crespo – La foto se me borró </li></ul><ul><li> Maná – Se me olvidó otra vez </li></ul><ul><li> Kalimba – Se té olvidó </li></ul><ul><li>-- Reciprocal pronouns – Armando Manzanero – Somos novios </li></ul><ul><li>-- Past tense – Juanes – La historia de Juan </li></ul><ul><li>-- Subjunctive – Juan Luis Guerra – Ojalá que llueva café </li></ul><ul><li>-- Los gustos – Manu Chao – Me gustas tú </li></ul>
    13. 14. Song with lesson plans included <ul><li>Spanish -- Songs with lesson plans included: http://formespa.rediris.es/canciones/ </li></ul><ul><li> http://www.colby.edu/~bknelson/SLC/ </li></ul><ul><li> http://www.nacnet.org/assunta/cancion.htm </li></ul><ul><li>English-- ESL songs: http://www.musicalenglishlessons.org/music-index.htm </li></ul><ul><li>  French – Songs with activities included </li></ul><ul><li> http://sauce.pntic.mec.es/~ede00000/chansonfle.html </li></ul><ul><li> http://www.lepointdufle.net/chansons.htm </li></ul>
    14. 15. continued… <ul><li>German – Songs </li></ul><ul><li> http://www.learngerman4free.com/ </li></ul><ul><li>Japanese – Songs </li></ul><ul><li>http://www.genkienglish.net/genkijapan/learnjapanesenumbers.htm </li></ul><ul><li>http://www.japaneseteaching.org/projects/JLTNQ/songs/ </li></ul>
    15. 16. Pre-listening <ul><li>Write the name of the singer/band and the title of the song on the board. </li></ul><ul><li>Ask students if they know anything about the singer/band; if so, write the accurate facts on the board. </li></ul><ul><li>Ask about what they know about the country and write the facts on the board. </li></ul><ul><li>Have them look at the title and hypothesize about the meaning of the song. Write it on the board. </li></ul>
    16. 17. Maná- Se me olvidó otra vez <ul><li>They are a band </li></ul><ul><li>They are from México </li></ul><ul><li>They play pop/rock music </li></ul><ul><li>They won 3 Grammy awards and 5 Latin Grammy awards </li></ul><ul><li>Food and Agriculture Organization (FOA) Ambassadors </li></ul><ul><li>The song is about love </li></ul><ul><li>The song is about politics </li></ul><ul><li>The song is about someone forgetting something </li></ul><ul><li>The song is about someone hating someone </li></ul>
    17. 18. During listening <ul><li>Play the song once without the lyrics. </li></ul><ul><li>Ask them about the gist or words that they could recognize, and eliminate or add hypothesis </li></ul><ul><li>Ask them about the rhythm. </li></ul><ul><li>Give them the lyrics and play the song again. </li></ul><ul><li>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. </li></ul>
    18. 19. Post-listening <ul><li>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. </li></ul><ul><li>Summarize the properties of the structure (explanation). </li></ul><ul><li>Play the song one last time for fun. </li></ul><ul><li>Have them practice with specific activities, handouts, etc. </li></ul>
    19. 20. Post-listening activities <ul><li>Sing-along </li></ul><ul><li>Skits </li></ul><ul><li>Dance-off </li></ul><ul><li>Create a music video </li></ul><ul><li>Grammar-oriented activities (interview, human bingo, etc.) </li></ul>
    20. 21. Thank you/Gracias/danke
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