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KING KHALID UNIVERSITY IN ABHA

FACULTY OF EDUCATION

THE DEPARTMENT OF ENGLISH

The Impact of Songs on Vocabulary Acquisition and Attitudes

Najlaa Al-Ghamdi

Abstract

     The main objective of this research paper is to discuss a relatively new technique used in the field of teaching vocabulary for young learners, female middle school students in this research. This technique depends on using songs to help students acquire new words in a way that they enjoy without being aware of being taught. This technique is more appealing to students in that it avoids the traditional common methods of teaching vocabulary that force words on students. This paper aims at shedding a light on this method of teaching via stating review of  literature on one hand and including my personal experience and findings on the other.

     The methodology I used in this study depended on means of interviews and personal observations. Means of questionnaires would have been difficult to use looking at the level of the addressee students. Interviews and discussions gave the students relaxed environment to express their feelings freely.

     The outcomes of the paper are first that it enhances the idea of using songs to teach new vocabulary.  Second, it reflects the positive reactions of students towards this technique. Third, it provides some suggestions and recommendations concerning the whole educational environment that I found helpful to improve the teaching process for English language.

This paper is basically written in favor of using songs to teach young learners vocabulary. It will by some means refer to the problems facing teachers when using new methods together with suggested solutions that can be adopted to help solve these problems.   

Introduction

Review of Literature

     Some Language teachers think of teaching English as basically teaching grammar. However, most research regarding teaching English shows that learning a new language is not only about knowing the grammatical rules, but it also has lots of aspects to consider. Krashen has formed lots of hypotheses and assertions about second language acquisition. He emphasizes the fact that grammar teaching has a “peripheral effect” in teaching English (Krashen, 1992; 1993).  Despite his extended research in the later years, he has always reached the same conclusion.

     Throughout my teaching years I have concluded that learning English is not only about presenting information to students, It's also about how to give students a sense of the language. It is about involving students in the learning process and addressing their awareness in an attractive way. In teaching vocabulary, this sense of the language needs techniques that make learners practice and remember. I came to the conclusion that the new methodology in language acquisition that embrace songs and rhymes teach vocabulary very well in addition to other aspects of language such as grammar.

     Researchers indicate that music plays an important role in language acquisition as it makes the puzzle of a foreign language come together. It gives alerts to the brain to remember words. Neil T. Millington in "Using Songs Effectively to Teach English to Young Learners" states that:

Songs can be used as a valuable teaching and learning tool. Using songs can help learners improve their listening skills and pronunciation; they can also be useful for teaching vocabulary and sentence structures. Probably the greatest benefit to using songs in the classroom is that they are enjoyable. (Millington 140)

The linguists point out that there’s a reason why we have two ears and one mouth. We listen first, speak later, then learn the grammar and write.

     Dr. Paul Sulzberger confirms the idea that listening first makes sense of the language in his PhD thesis in linguistics. His thesis studies the nature of acquiring the Russian language for two groups of learners in New Zealand. In the first group, he made learners listen to Russian speech before formally learning the language while the second group had no exposure to Russian whatsoever. His finding was that those who spent time listening to Russian before studying it, had an easier time learning than those who had no experience listening to the language. The first group recognized individual words when they were formally learning the language. Hence he concluded that exposure to listening to a language allows learners to pick up the melody and sound patterns before actually learning the words and the grammar. This listening exposure was proved to be advantageous to students during their learning process.

     In fact, music and language are linked in Howard Gardner's theory of multiple intelligences. The multiple intelligences theory states that there are eight basic ways in which people are "smart." In his theory, "smart" is defined as the strengths that each learner has in acquiring new information. The intelligence that supports my research is the "Musical and Linguistic intelligence (music and language smart)" (Gardner 1991). He confirms in this type of intelligences that learners have sensitivity to rhythm and sound. They love music as well as sounds in their environments. It is convenient to teach of those students by turning lessons into lyrics, speaking rhythmically, tapping out time. The materials used for this type of learners are musical instruments, music, radio, stereo, CD-ROM, multimedia.

     As a conclusion, teaching by exposing students to listening to the language is beneficial for the teaching process. The benefit is maximized when songs are used to teach vocabulary because they engage students and motivate them to learn faster and better. Along with the researchers' findings, I personally have noticed the effect of using songs in my classes during my five years of teaching experience. My young female students were more excited and involved when songs were used.    

Methodology and Data Analysis

     My first experience in teaching was at El Abnaa Intermediate School. It was challenging to apply a new method that would attract girls' attention to the class and make them feel the language. In the first month, I was shocked with the students' attitude towards learning as I found out that most girls hated English, they were reluctant to learn vocabulary and they always felt bored in English classes. So, I searched for a new method of teaching that would not only let them learn but also would let them enjoy the learning.

     After a long research, I decided to use the technique of songs in my classes. To pilot this idea, I started to dedicate the first ten minutes of each of my classes to teach the girls a new song. Each class had at least 20 girls. These minutes of singing introduced students to new vocabulary that they were eager to learn and started to ask questions about.

     Once I started using songs, students were curious about the new vocabulary in the lyrics. I could see the change of their attitude towards learning new words as they have become more active, energetic, confident and  excited. The attitude they had towards songs motivated me to search for more songs and even compose and make new ones that would also fit in their curriculum.   

     Each year,  more girls at school were competing to learn new lyrics and sing which resulted in a huge improvement in both their vocabulary acquisition and their pronunciation. This new manner of students encouraged other colleagues to update some of their teaching methods and apply the songs' technique with the girls they teach.

     After teaching for about two years, I left to France for three years during which I got my diploma in French Language from Sorbonne University. When I returned home, I continued to teach at the same school I taught in before traveling. My students were so happy and so was I. For my surprise, some of them came to my office and asked me to teach them French. This enthusiastic attitude pleased me. So, I started to include few songs in French along with the ones in English in my technique. Doing this, I realized that lyrics were magical in getting students to acquire the vocabulary of any language. 

     My findings were not merely based on my conclusion and notices. I also wanted authenticity and assurance about the success of this technique and this led me to collect data from students using the "interviews" research tool.   

Interviews:

     In order to investigate my students' feelings about the songs' technique and to obtain feedback about their experience with it I used the method of interviewing. Dr. Rita Berry points out that using interviews in qualitative research helps researchers "to elicit information in order to achieve a holistic understanding of the interviewee’s point of view or situation; it can also be used to explore interesting areas for further investigation". (Berry, 1999)

     To start with the interviews, I gathered random girls from each class and from each level. The girls were divided into groups. Each group consisted of three girls from each year. The first goal of the interview was to evaluate the impact of using songs on students' vocabulary acquisition. And the interview questions were as following:

1. Do you remember the first song that you learned in your first class?

Sample answers:

Reham from grade (3) answered: "yes, the first song was Welcome".

Amal from grade (1) answered: "Yes, I love it so much. It was The Alphabet Song".

2. What’s the meaning of “Leader?”

Sample answer:

Asmaa from grade (2) answered:" It’s the king."

3. I asked two girls from grade (1) to share in singing a song called

 “Greeting”

Arwa and Rawan sang:

                                  Shake your hand

                                  Shake your hand

                                  Say good morning to everyone …

The second goal of the interview was to detect whether there was a positive impact on students' attitudes of words learning via songs or not. The questions I asked were:

1. How did you feel when singing?

Sample answers:

Raghad from grade (3) said "I was so happy and excited".

Nawal from grade (1) said “In the beginning, it was difficult but later I enjoyed it a lot”.

2. Did you wish if the activity lasted longer?

Sample answers:

Sarah and most of the students answered loudly "yes".

3. Do you want songs to be an essential part of the syllabus of English?

Sample answers:

Atheer and Nada from grade (3) said "It would be better if songs are used in all subjects"

4. Did you enjoy studying French?

Sample answers:

Some girls answered "yes". The rest didn’t reply.

5. Would you like French to be taught as a subject in your school?

Answers:

Some agreed but others didn’t.

     By the end of the year, the school prepared the annual awards party for both girls and teachers. So, I planned an activity for the party in which girls would sing our Saudi National anthem in both languages; English and French. It was a very successful experience. The girls were so impressed and attracted. They got both accents perfectly. It was a very special day for both my students and I.

Here are some parts of the national song that was sung at the party:

English:

Go fast to glory

           And highness

          Glorify Heaven’s Creator

French:

Allez vite a la glorie

           Et Hauteur

Glorifiez le createur de ceil

     After that year, I stopped teaching as I was promoted to be a supervisor. Unfortunately, the nature of my new job completely took me away from the thing I loved most, that is teaching. I felt I was driven away from my main goal of being a teacher who makes a difference in language acquisition for students especially at this important level.

     Finally, even though I stopped teaching, I, as a supervisor, am encouraging teachers to apply new approaches in their teaching, among which is using the songs approach. I believe in the power that songs have on language acquisition, particularly vocabulary. Singing out loud should be enhanced as it creates joy and excitement in classes which help students feel more confident and relaxed about their learning. New words are introduced through the lyrics which can vary in topics of the teachers' choices like seasons, weather,  greetings, etc. Thus, educational target is achieved.   

Discussion on My Approach to Using Songs

     Dagmar Šišková in his thesis Teaching Vocabulary through Music states that "In lyrics, words usually appear in context, the sound of new words is easily remembered along with the melody of the song and by listening to the song, students are exposed to the new words many times". (Šišková, 2008).

     During and after my lovely experience in using songs in my classes, I found that the new generation of young learners need constant change in the way they are taught. This reflects on teachers as they are required to comply with these changes and update their pedagogy materials. Teachers should make such changes to match the desires, abilities, and ambitions of their learners.

     Both educators and learners have the same feelings in the course of the learning process. Both gain and give to each others. Both get excited and bored, motivated and demotivated. The learners with their reactions, enthusiasm, and excitement give the educator a huge push to be the best, to be creative, and more and more motivated. Learners are the source of inspiration for their teachers.

     Furthermore, interacting and communicating with students made me realize how much they long to learn English and gain more knowledge about it. I also realized how capable students are of participating in their own learning and giving innovative ideas once they are given the opportunity to show their skills. Teachers on the other hand are in dire need to find the right methodology and modern means of education that facilitate delivering the information to students. They need to get their students to fill the gaps between the theoretical syllabus they learn and the practical application of it in daily life.

     Once I was teaching, I enjoyed applying new activities in my classes and could tell in time which ones were helpful and which ones were not. Nevertheless, once I was transferred to The Saudi Schools General Supervision, I felt like I lost all contact with teachers and students. So, I lost my sense of challenge and felt that all my hard work had gone with the wind. I no longer can benefit students or teachers of my work and songs. After my hard work in motivating my students, I was worried they may be demotivated again once they are taught using the same old methods and the teacher-centered classes.

     At last but not least, language acquisition in my teaching context needs more enthusiasm from both learners and teachers. Although we have the problem of the outdated Saudi curriculum in KSA, still, teachers can modify the lessons to make them more effective and appealing to students. I think teachers should follow and use modern methodology along with technology in teaching .They should evaluate their students' levels and needs, then decide what is best for them.

Conclusion and recommendations

     In my opinion, using songs proved to be both educational and amusing for both teachers and students. Harmer (2001:242) states that songs “can make a satisfactory connection between the world of leisure and the world of learning.”

     I think it's necessary to use supplementary materials when teaching the Saudi curriculum. Teachers can fit the materials into the curriculum. However, this requires the materials to be part of the curriculum as well as it requires teachers' training courses. Decision makers like supervisors in the Saudi Supervision should raise such an issue to the concerned authorities.

     I believe that teachers need motivation and guidance from their supervisors and authorities to feel that they have an aim to work on. If there are financial rewards, bonuses, or promotions for the qualified and highly skilled teachers, they would do more effort and compete to promote education. These simple encouraging steps would have a wonderful impact on both students and teachers. Teachers would be given the chance to be more productive, fruitful and innovative .

     On the other hand, I strongly recommend updating and changing English course books to make them more suitable for learners' age, interests and needs. Also, I recommend time flexibility that allows teachers to use and implement activities. New efficient curriculum should be accompanied with  teachers' training courses and workshops.  

     Songs are among the activities which mostly tempt students to learn different aspects of language specifically, vocabulary. Komorowska (1978: 46) supports this idea as he finds that using songs regularly can help to lessen or even completely eliminate some of the reasons that stand in the way of language proficiency. Songs excel other traditional teaching techniques because they stimulate learners’ curiosity as they get students out of their boring normal learning environment to one that is more fun and motivating.   

     The previous support of the technique was also confirmed by students themselves when they were interviewed. Once students were asked about using songs and their effects on their language acquisition, some sample answers were as following:

-            Reham- grade (3) and Amal - grade (1) remembered the first songs they have learned "Welcome" and " The alphabet song".

-            Raghad - grade (3) said “I was so happy and excited”.

-            Nawal - grade (1) said “At the beginning, it was difficult but later I enjoyed it a lot”.

-            Almost all of the girls said it was exciting.

-            Atheer and Nada -grade (3) wished that all subjects are taught using songs.

     Finally, I strongly recommend applying songs in teaching contexts generally and in language teaching specifically. Using songs in class is flexible, doesn't need lots of materials, cheers students and can be used as a warming-up activity. Songs can be used to teach many aspects of language. They can be used to teach writing (fill in the gaps activity- dictation, etc), listening, pronunciation, grammar in addition to vocabulary.

Other general recommendations I recommend are as following:

1. I think it would be more effective and beneficial to add French language as a new syllabus for both intermediate and high schools.
2. I believe that best and skilled students and teachers should be rewarded or honored as a kind of motivation that pushes them forward.

     Finally, I wish my voice reaches the ones in charge of education to make the difference we aspire to. It would be convenient if officials choose the best qualified teachers and put them in the positions where they can help and train other teachers to improve and develop education.