Chapter 2

Literature review

2.1 Introduction

The purpose of this study is to test out the feasibility of teaching grammar

structures explicitly to students in order for them to be able to apply the knowledge in

their writing. For this chapter, the researcher will explain the 1) concepts which

provide the basis for this research; 2) theories, frameworks and models of second

language acquisition and vocabulary production; 3) a summary of the design that is

improvised to suit the group of respondents for this research.

2.2 Concepts

2.2.1 Communication and Speaking

Clark (1996) attributes communication as a form of language usage which is

operated simultaneously with actions which is coordinated with that of a response from

the addressee(s) to convey a meaning. In another words, communication happens when

there is a purpose and language is used to transmit that purpose. For most of us,

communication generally takes place when we are able to speak and express ourselves

orally with our surrounding; using the languages that we are comfortable with in doing

so. Although it is undeniable that there are many other forms of communication which

human beings are able to use, yet the aptitude of speaking is often linked to

communication. Speaking for many of us comes naturally because of the exposure to

1
language that we have with our family members, technological gadgets and social

surrounding since birth. This speaking function in second language acquisition paradigm

is measured through the performance and ability of the second language learner.

Performance are thought to be the actual instances of language use in real time

(McNamara, 1996), which is a produced function that can be observed. Many researchers

such as Bachman (1990), Davies (1989) and Canale (1983) have given similar

understanding towards the underlying meaning of performance for second language

learners. However, this speaking performance are usually affected by many internal (such

as self-motivation, socio-linguistic perception) and external factors (exposure,

encouragement) which can cause L2 learners to be passive or active users of English.

Figure 1 shows a summary of the mentioned reasons which can affect the performance of

L2 students.

In this study, the speaking performance focuses more towards students ability to

use again the vocabulary heard and verbalized through singing when they speak with

their friends. Since it is assumed that students already have learnt the vocabulary used in

daily communication, they should already have knowledge on the words they have been

exposed to. This vocabulary knowledge is divided into receptive and productive

vocabulary (Nation, 2001, 2005; Read, 2000 & Schmitt, 2000).

2
 Figure 1 Summary of reasons affecting language use. Taken from Language testing in
practice by L. F. Bachman, & A. S. Palmer (1996), p. 63.

2.2.2 Receptive Versus Productive Vocabulary

Individuals who are able to speak need vocabulary to justify their exact

feelings and send across meanings during communication (Bachman & Palmer, 1996;

Carroll, 1968; Meara, 1996). There have been many studies done towards vocabulary

knowledge in agreeing that it is the foundation for meaningful communication (Levelt,

1993; Nakamura, 2004 & Singleton, 1997). Because of that, many language researchers

3
have begun to shift their focus from analyzing language learning structures to vocabulary

building (Meara, 2002). This interest is possibly stemmed from the fact that language

theorists are now concentrating on the fact that the usage of L2 for communication

purpose requires vocabulary understanding as the L2 speakers uses the language in

different context and at various situations. In understanding the importance of

vocabulary, L2 students should be exposed to the language in many ways of meaningful

input where they can receive, analyze, practice and lastly produce the words.

Receptive vocabulary is defined as the condition where students have knowledge

of the word and understands the meaning when spoken by other people or saw it on

reading materials but could not produce it; whether through writing or speaking (Waring,

1999; Lehr, Osborn & Hiebert, 2004; Webb, 2005; Nation, 2005; Schmitt, 2000). On the

other hand, productive vocabulary is the ability of an individual to use the word when

needed through writing or speaking (Winter, 2010; Zhou, 2010). In most language

acquisition that we go through, be it in L1 or L2, students will have the capacity of

receptive vocabulary first before forming their productive vocabulary. The receptive

vocabulary can be learnt through incidental or intentional (Zhou, 2010) from the

communication of an individual with their social units. The formation from receptive to

productive vocabulary is logically thought as a continuum without any form of barriers

upon the vocabulary growth which when developed, provides fluency and competency

for the individual. Therefore, it is important for all L2 learners to understand that there

should be no limit towards the receptive vocabulary size (Zhou, 2010) as long as the

individual obtains resources for new words based on what is seen or heard. This

4
awareness brings about another classification of vocabulary knowledge which is the size

and depth.

The size of vocabulary knowledge is when the student understand the

primary meaning of the words that he/she has (Nakanishi & Shimamoto, 2003; Nation &

Waring, 2007), whereas the depth would be the degree of the student in knowing the

various other meanings of a word besides its primary meaning (Nakanishi & Shimamoto,

2003). Generally, it is important to have a large size of vocabulary in order for us to

communicate with someone as there will be a misunderstanding in expressing meanings;

especially when some words are missing from the communication or used wrongly. To

test the vocabulary size of a student, there are two established tests available which are

the Eurocentres Vocabulary Size Test 10KA (EVST; Meara and Jones, 1990), and the

Vocabulary Levels Test (VLT; Nation, 1983, 1990). Nonetheless, receptive vocabulary

can only be known by the learners if learners consistently see or hear the word being used

in various contexts; so much so that the word is already automatically within the pool of

words known by the learner. Thus, the words known by learners also depend on the

frequency of it being shown.

It is nonetheless important to keep in mind about low proficiency students

and possible reasons on their incapability to produce words even if it is simple or new to

them. According to Adams (1980) and Higgs & Clifford (1982), productive vocabulary

knowledge plays a more important role in speaking performance among beginners. It

would be possible that in this study, the low proficiency students are also being treated at

a beginning level because of their hostile language ability in both receptive and

productive vocabulary. However, instead of have them start all over again at a beginners’

5
level to further enhance their vocabulary size and depth for the ultimate purpose of

communication and speaking, it is therefore essential to introduce words which are

frequently used for everyday speaking and communication in order for them to use it

consistently.

2.2.3 Frequency words

The frequency of words in the English language is generally divided into

two main categories which are high frequency words and low frequency words. High

frequency words are the basic essential words of the language (Nation and Gu, 2007).

These high frequency words which encompass the basic vocabulary is the first step for

individual to learn a language. Understanding where ESL students are starting from will

help in providing the vocabulary needed in order for them to improve and gradually

develop their vocabulary knowledge overtime.

In learning vocabulary effectively, a continuous repetition is important (Nakata,

2006). This is because the vocabulary is an acquired skill and this requires the learner’s

effort to be disciplined and spending time to sustain the learnt vocabulary into their long

term memory in order to retrieve them automatically when needed in any form of

language output. In doing so, the learner must continuously be exposed to the words in

various context and form such as listening, reading, dramatizing to form the association

needed to understand the vocabulary and remember it. Nation (2005) and Stevens, Butler,

and Castellon-Wellington (2000) defined high frequency words as words that occur

frequently in everyday communication where if students could understand these words,

they are able to write and speak in comprehensible English. As such, there need a context

6
or situation in the lesson which encourages students to remember and be familiar of using

the vocabulary. Gu (2003) pointed out that vocabulary acquisition is a very learner-

centered activity with the effectiveness of the learner’s strategies depending on his/her

attitude and motivation towards new vocabulary acquisition. This is true because intrinsic

motivation is by far the most important requirement for any form of learning to take

place.

2.2.4 Song and Music Concepts

Songs and music always go hand in hand when describing this form of

entertainment. While song is an example of language output where the ideas are written

and the words are sung in a melodious tune, music is the tune itself, usually formed by

various instruments and written in a form of a score to review its balance and

combination (Hawkins, Weston & Swanell, 1992). Thus, it is logical to view this form of

output as an effective tool in introducing new vocabulary to ESL learners. After all,

music has long existed in every culture and that it sometimes became the identity of a

particular society (Kenneally, 2008; Wallin, Merker, & Brown, 2000). From traditional

music to religious hymns to contemporary and classical sounds, every individual in a

society and country has their own perception towards the type of music that interests

them. Among these general categories of music, teenagers are more inclined to popular

music. Popular music is known for its various musical genres that appeals to almost

anyone or any group who likes the beat and rhythm to it, garnering large audiences and

sometimes, even forming cults and subcultures (Phillip, 1982). The difference in the

arrangements of instruments, beat and harmony allows this popular music to branch out

7
to various genres, mainly pop, rhythm and blues (R&B), rock, techno and many more.

For this study, three genres will be chosen which are pop, R&B and rock.

Pop music, unlike other genres has no definite definition. It can be understood

as a melody that is distinct which usually interests the youths (Frith, Straw, Street, 2001).

Frith et. al (2001) continued mentioning that pop music began its popularity appeal from

sentimental ballads to gospel and soulful music. Overtime, the score for pop music mixes

with the existing rhythms such as jazz, country, rock and classical to create a variety of

tunes such as dance music, hip-hop music, and rap. On the other hand, R&B evolved

from the African American folk song which is historically created as a comfort towards

most of their predicament as slaves. These folk songs have extremely intense emotion to

it whereby they lyrics usually has sexual references, the pain of betrayal, desertion and

unrequited love. It was not long ago that the rap was also included in R&B, often

depicting anger and frustration especially among young urban African American who

have to deal with issues on ethnicity and rights upon the lifting of the slavery law. Rock

and roll did not grow until the 1960s in the America which focuses on arrangements

using guitar. As the theme often follows the issues faced by the Americans, the lyrics

cover a variety of theme. In the 1960s, rock songs were mainly about the Vietnamese

war; then in 1970s, the occurrences of drugs within the society and the struggle for civil

rights; in the 1980s on famine and poverty issues and lastly, in the 1990s on development

and environment problems. So how does the lyrics and music in a song helps in

productive vocabulary? Various researchers have again combined these two elements and

come up with logical explanations involving the brain.

8
 Brain studies on its function and controls have long existed. Today, we know for

the fact that our brain is divided into two hemispheres which are the left and right

hemisphere. The left hemisphere controls the language, arithmetic, and speech while the

right hemisphere controls music, visual patterns and emotional responses (Calvin &

Ojemann, 1994; Cruz-Cruz, 2005; Obarow, 2004; Dehaene, Spelke, Pinel, Stanescu,

Tsivkin, 1999; Taylor & Taylor, 1990). Looking at the function of nature of music, both

hemispheres are being used when music is being used. The left hemisphere is triggered for

language purposes based on the lyrics of the song and vocabulary used while the right

hemisphere concentrates on the music composition (Cruz-Cruz, 2005; Hodges, 2001). It is

thought then that this process that is going on within the brain can help language learning,

especially in memory retention. This has been proposed by Wallace (1994) where the

repetition of phrases or chunks of words in the lyrics as students sang along can help to

assist them in recalling for the vocabulary when needed. This is highly true by observing

catchy jingles from advertisements that has a high impact on consumers because the

phrases are easy to memorize and recall (Wolfe, 2001; Lake 2002; Allan, 2006). In fact,

Allan (2006) has found that the high tune of the songs can gain attention and thus memory

of someone as the person becomes interested in the song. Many researchers have proven

the effect of song towards memorization (Medina, 2002).

Another reason is that music creates a conducive environment for students to

decrease their affective filter (Krashen, 1982) and engage in the singing-language learning

activity. Researchers such as Abbott (2002) and Medina (1990) believed that songs not

only can motivate students to learn but also ease their fears as they become more focus

towards their content. For L2 students, production of English especially among lower

9
proficiency students is scarce as they lack self confidence. Therefore, songs can be used to

motivate students in the classroom especially when English is taught as a foreign

language. Songs develop students' language abilities in listening, speaking, reading, and

writing and can be used to teach sentence patterns, vocabulary, pronunciation, rhythm,

adjective, adverbs, and so on. This has been proven by various studies where they have

concluded the significance of English teaching through music and songs (Beasley &

Chuang, 2006; Lems, 2001, 2002; Mclester, 1999; Silliman, 2002).In his hypothesis

model for learning a language which will be discussed later on in the theory and model

section, Krashen (1982) put forward the notion that in helping a high in anxiety and low in

confidence L2 student, it is important to introduce a tool to decrease the affective filter in

order for learning to take place. By introducing songs, especially when we sing along to

the lyrics, we not only can gain the students’ self-belief but students will also be exposed

to the culture of the English world where the theme, lyrics and words from the song

provides cultural knowledge that is different from theirs.

Nonetheless, in carrying out song activities to help vocabulary production of L2

students are meaningless if there are no opportunities for students to actively engage in the

language learning (Wilcox, 2000). Therefore, the activities should concentrate on the

language production (Webb, 2005). As such, the usage of music in classroom and

language learning is an alternative method towards the general proposed teaching

practices. As such, there have been many articles which emphasized the fact that music

can be a stimulus for language usage; especially in speaking when teamed with

communicative activities. Madylus (2004) in the Magazine for English Language

Teachers presents different activities such as discussion of themes, presentation of songs,

10
song translation activities, and various other speaking activities done within a group of

students. Teachers can use music to help stimulate students' imagination and to encourage

them to speak to one another (Marlen, 2006). This alternative methodology has a

convincing substantiation as there are evidences which show music able to trigger and

improve academic skills such as vocabulary and grammar (Jalongo & Bromley, 1984;

McCarthy, 1985; Martin, 1983; Mitchell, 1983; Jolly, 1975).

Additionally, songs are a good source in exposing students to the cultures where

the song lyrics are targeted to (Yukiko, 1975). Most of the time, the lyrics of a song is

written because of a specific theme or for specific group of people; be it the love songs for

those who are in love or have fallen out of love to aggressive songs which talks about the

challenges in life; any song require a great understanding of a cultural value. This is of

course an important aspect not only as a tool for moral teaching but dwells firmly with the

Malaysian National Education Philosophy which strives to develop wholesome

individuals who have high moral values and are rational in their thinking and ideologies.

Some songs mirrors the deepest emotion of the writer which thus become a possible

source of cultural teaching and exposure for students as the fact of life, further providing

an authentic scenario of the demands of the world beyond the four walls of school.

2.3 Theories

2.3.1. Krashen’s Five Hypothesis

Krashen's (1982) hypothesis of second language achievement consists of five

major key points, which are Acquisition-Learning hypothesis, the Monitor hypothesis,

the Natural Order hypothesis, the Input hypothesis, and the Affective filter hypothesis.

11
For this case study, the fourth and fifth hypothesis will be discussed as they are

coherent with parameters of this study.

2.3.1.1 Krashen’s Input Hypothesis

Krashen (1987) believes that a comprehensible input is important for second

language acquisition. This means that the input must be meaningful for students before

they are able to be receptive towards it. The focus on teaching within this hypothesis

emphasize on meaning rather than form. Therefore, it is important to have the input a

little bit beyond what the student has already know in order to progress because of the

challenge that they face. Coining it ‘i+1’, Krashen believes that it is a comfortable zone

in encouraging students to learn as the +1 is neither too easy nor too difficult for

students to achieve the next level of acquisition. Since every student has a different i, it

is thus better if the teaching and learning practices center around the natural

communicative input where students can have comprehensible input based on the

meaning of context and receive an appropriate linguistic guidance. In an important

understanding of productive skill, specifically speaking, Krashen did mention that

speaking should not be taught directly as students will only know when to produce

words to speak once they get enough comprehensible input and are ready to do so.

In that sense, the comprehensible input among friends from the same class will

definitely be beneficial as they learn from meaningful situations. But, comprehensible

input can be detrimental if the students pick up the errors among each other (Krashen &

Terrell, 1983). Nonetheless, both researchers have assured that the interlanguage is

12
helpful for students because they are not only exposed to the input but also the skills to

comprehend and to increase their knowledge in a meaningful context.

2.3.1.2 Krashen’s Affective Filter Hypothesis

It is important for a student to always learn something when they are low in

anxiety and has minimal defensiveness towards their well being and state of mind as a

learner. Krashen (1987) notes that this affective filter system influences the student’s

readiness on whether they want or need to learn a particular aspect. Students who are

not ready to accept the second language or views learning in a negative way can

develop a ‘mental block’ towards the knowledge transmitted. Therefore, a teacher

should be able to handle the emotions of the students in the class by providing a lot of

motivation which can help in building the self- confidence of the students to learn and

use the second language. The more student use and gain confidence of the second

language, the more they will be confident of themselves in the language which will

decrease their anxiety; helping their acquisition to be easier and progress further.

Both Krashen’s Input Hypothesis and ffective Filter Hypothesis can be summed

up by using Figure 2.

Figure 2 Summary of Krashen’s input hypothesis and affective filter hypothesis.

Taken from The Natural approach language acquisition in classroom by Krashen,
S.D. (1983). p.39

13
2.3.2 The Social Constructivism Theory

Social constructivism is based highly on Vygotsky's (1978) explanation that in

learning a new knowledge, an individual will have to have a basis or foundation in

order to make sense of the new information being shared with other individuals setting

in. this consistent new information will then be assimilated into their understanding;

further developing their capacity of knowledge (Bruning et al., 1999; M. Cole, 1991;

Eggan & Kauchak, 2004). Social constructivists believe that the process of sharing

individual perspectives will help learners construct an understanding together which

may not be possible if left to do it alone (Meter & Stevens, 2000; Greeno et al., 1996).

This is because, learning should be an active process where it demands a lot of thinking

and guessing especially when faced with new items in language learning (Brown et

al.1989; Ackerman 1996). In short, the society and culture of the individual which will

affect the understanding and knowledge as they interact with each other sets the basis

or foundation for the individual to further construct and build knowledge (Ernest 1991;

Prawat and Floden 1994). McMahon (1997) who believes that learning is a social

process justifies that our mind is not just developments within ourselves; holistically,

emotionally, spiritually but through socializing which is very much the external factors.

2.3.2.1 Long’s Social Interaction Hypothesis

The social constructivist model thus emphasizes the importance of the

relationship between the student and the instructor in the learning process (Lin, 2008).

By saying that, an individual will then have to understand that social interaction should

happen in real-life situations, in practical environment and in a meaningful context

14
(Vygotsky,1978). Long (1981) came up with his Social Interaction Model which

highlights the fact that comprehensible input can be achieved when there is modified

interaction between the speakers. In classroom setting of a second language classroom,

the interaction and communication among the teacher and classmates is important (Holt

and Willard-Holt 2000). A second language teacher would have to be able to juggle

monitoring the development of the students as well as participating in the learning

when discussion happens (Archee and Duin 1995; Brown et al. 1989). This is because

each individual, be it the teacher or the classmate would possibly have a different

viewpoint and perspective towards the same situation, problem and context.

Nonetheless, as the teacher and everyone from different background, level of English

and understanding discuss verbally on the issue, the interaction will be dynamic (Lin,

2008). Those who are of more competent level in the target language usually tends to

modify their sentences and structures in order to be understood by the weaker students.

The benefit of such method in learning is that the people within the class will learn to

respect and build an objective or subjective viewpoint based on their discussion and

acceptance towards the content learnt (Savery 1994). This is especially important to

remember as teaching of English especially as a second language, it does not only mean

teaching the paradigms but also the parameters of the language; which means the

cultural factor and sociolinguistic aspects which might be of an opposite end compared

to the local or the family background of the students.

15
 2.3.2.2 Zone of Proximal Development

Vygotsky has developed an implication towards knowledge acquisition which is

known as the Zone of Proximal Development (ZPD). ZPD is defined by the man

himself as ‘the distance between the actual developmental level as determined by

independent problem solving and the level of potential development as determined

through problem solving under adult guidance, or in collaboration with more capable

peers’ (p. 86). He proposed that the difference of what the child already knows from the

potential understanding can be minimize as students collaborate with more competent

peers or with the teacher. Figure 3 shows the ZPD from the perspective of the student.

Thus, teachers and more competent peers will help increase the area of ZPD. This help

and collaboration process is known as scaffolding which was developed by social

constructivists.

Figure 3 A summary of Zone of proximal development. Taken from Mind in society

by Vygotsky, L.S. (1978).

16
 Not to be misunderstood to be similar with Krashen’s i + 1 hypothesis, ZPD

needs collaboration to perform while Krashen’s i + 1 is more focus towards the level of

competence (i) where the student is at and the acquisition (+1) thereafter in a natural

order. Therefore, ‘i+1 is a metaphor of the language input quality and its effect on

language acquisition’ while ZPD is the development through strings of activities and

communication with other people of higher level (Lantolf, 2004).

2.3.2.3 The Importance of Context

In constructivism, the context where the learning takes place is important

(McMahon 1997) is assumed that there should be ‘no one set of generalised learning

laws with each law applying to all domains (Di Vesta, 1987, p.208). The context should

be closest to real life situations to ‘enculturate students into authentic practices through

activity and social interaction in a way similar to that evident, and evidently successful,

in craft apprenticeship’ (Ackerman, 1996, p.25). After all, it would be difficult to

distinguish knowledge per se especially in language learning. How can teachers teach

the language without giving examples and, by using examples, the teacher needs to

search for a content that is understandable for the student. Thus, the teaching should be

integrated as a whole where it should be engaging, challenging but meaningful to the

students. (McMahon 1997; Di Vesta 1987; Li, 2008). As such, the task should only be a

little beyond the knowledge of the student in order to motivate them besides allowing

them to absorb the new knowledge which is what ZPD focuses on. To assimilate this

understanding into teaching practice, the student should be taught by laying out the

17
 basics for a topic or theme before continuously revisiting it to expand the knowledge

(Duffy and Jonassen 1992).

2.3.3 Output Hypothesis

The output hypothesis was brought forward by Swain (1985) who believes that language

learning will take place if a student writes or speaks. As the students get the hang of producing in

the target language more frequently, automaticity in using the language will be there (Swain,

1993). The key factor in output hypothesis is that Swain believes students will notice every word

they use in order to provide a meaning for their output (Figure 4). By consciously noticing and

allowing the students to play with words that they have learnt in gaining the best message sent

across to their listener, students will be able to form their own language rules and parameters

which will then help them in achieving automaticity and becoming more fluent. During the

process of noticing their words used in their output, they are able to reflect upon their interactions

with their peers which helps in developing their output scheme to be as perfect as possible. The

most important and distinguished component of the output hypothesis compared to the other

models and hypothesis is the existence of feedback. Feedback through speaking is usually

immediate which allows students to alter their production syntax to be comprehensible and

achieving a better result in being fluent.

Noticin
g
Reflection
of
Existing interactio
Output - n
Knowle
Speaking
dge

Figure 4 Summary of Output hypothesis by Tam, S.Y. (2011)

18
2.4 Review of past researches

There are various researchers who have done studies on various contexts or

language learning using music/ song in promoting speaking skill. According to Winter

(2010), there have been multiple studies done in finding the connection between music

and vocabulary development.

The first case study which was done regarding this area was by Medina (1990)

and Cruz-Cruz (2005). Medina (1990) studied on the music’s affects on second grade

English Language Learner’s vocabulary acquisition. She noticed that the combination

of music and illustrations during instruction resulted in the largest vocabulary growth

(Medina, 1990). Based on this study, Obarow (2004) had also done a research that

mirrors Medina and found that her findings are also similar to that of Medina’s. Both

researchers found that using music in conjunction with visuals can increase motivation

and may be a valuable instructional tool to aid in academic growth. Cruz-Cruz (2005)

used songs in teaching grammar and found that songs and music are beneficial for

vocabulary and grammar instruction. Schon, et al. (2008) had also conducted a study on

comparing the spoken sequences with versus sung from the song. They found that

language is learnt if the students are motivated to produce words when the conditions

for emotional/ arousal and linguistic functions are fulfilled. Morales (2007) in his study

argues that the usage of songs are beneficial as students will grow accustom in reading

the lyrics and clarifying the pronunciation where they can clear any doubts if any

towards the production of the words. However, the ability for students to pick up the

linguistic components of the target language based on songs also depended on their

cognitive development where it takes a lot of understanding to be able to break down

19
the language components and form organized production when needed (Levelt, 1993).

Nonetheless, teachers play a part in creating a conducive learning environment for

students to develop their oral production. Monsalve & Correal (2006) have revealed in

their study that children's oral production can possibly be the efforts of the teacher ‘to

provide children with topics and activities closely related to the students' particular

interests and needs’. Students are challenged in a fun way to be able to produce the L2

when in real life situations.

2.5 Researcher’s Research Framework

Figure 5 shows the framework of the researcher for this case study which

combines all the theories and concepts to produce the desired outcome.

Comprehensible Input
(songs) 1

Low affective filter 2

Existing Knowledge
Within

1 Krashen’s Input
ZPD – Interaction with teachers
Hypothesis
and competent
Noticing & peers 3
2 Krashen’s
Reflecting 4 Affective Filter
Hypothesis
3 Social
Constructivism
Theory
Learner able to
4 Swain’s Output
speak in English

Figure 5 Summary of Research Framework by Tam, S.Y. (2011).

20
 From Figure 5, the framework is a mash up of 3 main theories discussed in this

case study which are Krashen’s Input and Affective Filter Hypotheses, Swain’s Output

Hypothesis and Vygotsky’s Zone of Proximal Development. The song used as the

Independent Variable in this case study is the comprehensible input given to the students.

These songs will help to lower the affective filter which have been described earlier as

mood setter and decreasing the level of anxiety among students, help students to learn by

motivating them to listen and engage in the new vocabulary. The new knowledge gained

through listening to the songs are then internalized within the students as they reflect on

their own what they have learnt and understood. Then, through further communication

with teachers and more competent peers, students are able to produce output through

speaking. This happens when students consciously notice and reflect upon their expanded

vocabulary within themselves before uttering the word to get their meaning across. The

final outcome which is the Dependent Variable in this case study will be the students’

ability to speak in English.

2.6 Summary

In many case studies, the usage of songs does provide a great impact in

improving the vocabulary for speaking ability of the students. It is from these

researches that we can see there is a major positive result towards the teaching method

where we use songs to develop English vocabulary.

Nonetheless, based on the researches, there are certain relative messages which

have been raised. Firstly, in using the songs, it is of the interest of the students which

21
promotes an understanding for students to learn the vocabulary and in turn, produce it

orally through interaction and communication. This in turn brings about a second

message that students themselves should by far be interested to go through such a

process; either by their own intuition or by the technique used to learn which interest

them. On top of that, there is a Curriculum Specifications that teachers in Malaysia

need to follow where there are already given topics or chapters at the Form 4 level

which students have to dwell upon.

Thus, the literature review has given a better extent of variables that needs to be

researched upon in this research, considering the culture and context as well as the

purpose of English in general and personally for students. These variables will include

1) the genre of songs used, 2) the theme of the the songs used 3) their attitude in

learning the vocabulary using this method and lastly, 4) their ability to speak English

through interaction and communication.

22
www.ccsenet.org/ass Asian Social Science Vol. 6, No. 10; October 2010
14 ISSN 1911-2017 E-ISSN 1911-2025
Comparing Receptive and Productive Academic
Vocabulary
Knowledge of Chinese EFL Learners
Songbo Zhou
School of International Studies, Zhejiang University
388 Yuhangtang Road, Hangzhou 310058, Zhejiang, China
Tel: 86-571-8820-6256 E-mail: [email protected]

The Role of Music in Young Learners' Oral Production in

English
El papel de la música en la producción oral en inglés de niños y jóvenes
Daniel Fernando Pérez Niño Universidad Nacional de Colombia, sede Bogotá
[email protected]
This article was received on July 30, 2009 and accepted on January 13, 2010.
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Brief article
Songs as an aid for language acquisition
Daniele Scho¨n a,*, Maud Boyer b, Sylvain Moreno a,
Mireille Besson a, Isabelle Peretz c, Re´gine Kolinsky b
a INCM-CNRS & Universite´ de la Me´diterrane´ e, 31 Ch Joseph Aiguier, 13420 Marseille, France

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b Unite´ de Recherche en Neurosciences Cognitives, ULB CP191, Avenue F.D. Roosevelt 50,
1050 Bruxelles, Belgium
c De´partement de Psychologie, Universite´ de Montre´ al, C.P. 6128, Montre´ al, Que., Canada H3C 3J7
Received 13 July 2006; revised 24 February 2007; accepted 10 March 2007
http://www.bio.pu.ru/faculty/departments/vnd/pdf/selchenkova.pdf

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