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Author Ayotte, Stacey Beth-Mackowiak
Title The acquisition of verb forms through song
book jacket
Descript 126 p
Note Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3356
Adviser: Anne Violin-Wigent
Thesis (Ph.D.)--Michigan State University, 2004
This dissertation reports the findings of two experiments with a pretest/posttest design that investigates whether listening to/working with songs or poems does play a role in the acquisition of second language verb forms. Lozanov (1978) incorporated various styles of classical music in an attempt to stimulate learners to integrate the new information. Jolly (1975) believes there is a link between linguistics and musicology, and suggests that the use of songs in the foreign language classroom reflects the inherent rhythmic nature of life itself. Researchers (Jackendoff & Lerdahl, 1980; Sloboda, 1985) have focused on the importance of music and memory because songs have repeated lyrics and rhythm, which they view as tools for learning because of their memory stimuli. Murphey (1990) refers to this as the song-stuck-in-my-head (SSIMH) phenomenon. For these reasons, some have claimed that songs can be used to teach vocabulary and grammatical structures, pronunciation, and aspects of French and Francophone culture (Abrate, 1983; Arleo, 2000; Hamblin, 1983)
For the two experiments, two groups of third semester and fourth semester college learners of French were exposed to the same language input: one received this input through song; the other group listened to the words of the song read as a poem (i.e. without music). The studies examined the effects of song (i.e. lyrics and music) on grammar acquisition, and specifically on the conjugation of the following verb forms: present, compound past, imperfect, future, and conditional. Each of the five songs focused on one of the selected verb forms. An immediate and a delayed post-test (3 weeks) compared the results of the two groups on grammatical accuracy. The students also completed a questionnaire regarding the use of songs and/or poems in the classroom
Analysis of the results of Experiment 1 shows that the group of students who listened to songs performed with more grammatical accuracy on the immediate posttest on all three verb forms (present, future, conditional). For the delayed posttest, statistical significance was seen on the present and conditional forms. In addition, the qualitative analysis of the attitude questionnaire reveals that students reacted positively to the implementation of songs in the classroom and requested more song use in the future. Analysis of the results of Experiment 2 did not demonstrate statistical significance for any of the three verb forms (present, compound past, imperfect). This experiment, therefore, demonstrated songs' limitations on helping students learn verb forms. Although students may enjoy listening to songs in the classroom, these experiments demonstrate that songs may not serve as an effective pedagogical tool for teaching verb forms
School code: 0128
DDC
Host Item Dissertation Abstracts International 65-09A
Subject Language, Linguistics
Language, General
Education, Language and Literature
Music
0290
0679
0279
0413
Alt Author Michigan State University
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