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VITRIA
2014
VITRIA
2014
ABSTRACT
There are many studies that evidence the benefits of the use of music in learning.
Music is memorable and motivating. Songs may constitute a powerful tool through which a
huge number of classroom contents may be approached. This paper studies the use of music
in the classroom as a means to teach idioms to EFL (English as a Foreign Language) learners.
Idioms many times may constitute barriers for EFL students since it is not simple to discover
their meanings from looking up the words, separately, in the dictionary, for example. In this
paper, we conducted a research in order to determine whether songs in which idioms appear
embedded in significant contexts can enhance the comprehension of idioms to learners of
EFL.
Key words: Teaching/learning idioms through context. Use of music in the classroom.
Teaching/ learning English as a Foreign Language (EFL).
RESUMO
CONTENTS
....06
INTRODUCTION
2.1
2.2
2.3
RESEARCH METHODOLOGY..........10
3.1
3.2
Songs which can provide meaningful contexts for the learning
idioms........11
3.2.1 Right as rain ..11
3.2.2 Fit as a fiddle ....11
3.2.3
3.3
FINAL CONSIDERATIONS.....14
REFERENCES15
APPENDIXES ...17
ANNEXES ........24
of
1. INTRODUCTION
(FRIEDRICH NIETZSCHE)
Many studies have shown the benefits of the use of music in learning. Maley (in
MURPHEY, 1992, p. 3) argues that music is highly memorable, motivating and that its
message can be extremely emotional to some listeners. Therefore, songs constitute a
powerful tool to be worked with in the classroom. And the best part is that the number
of contents which can be explored through songs is enormous, if one knows how to
make the correct approach.
McCarthy & ODell (2002) define idioms as fixed expressions whose meaning
is not immediately obvious from looking at the individual words in the idiom
(MCCARTHY & ODELL, 2002, p. 6). Many times, an idiom may constitute a barrier
to EFL students, since it is not simple to discover its meaning by looking it up on the
dictionary, for example. In the book English Idioms in Use (Cambridge University
Press, 2002), McCarthy and ODell list an average of 1,000 idioms selected from two
important corpora: the CANCODE corpus of spoken language, from the University of
Nottingham, and the Cambridge International corpus of written English. The analysis of
the corpora show that such idioms are largely used by native speakers of English,
appearing in everyday conversations, and also in authentic materials, such as
newspapers articles, novels and other contexts. Therefore, it is significant that EFL
learners get acquainted with these expressions.
With this in mind, we conducted a research in order to determine whether songs
in which idioms appear embedded in significant contexts can enhance the
comprehension of idioms to learners of EFL.
2. REVIEW OF LITERATURE
On the same token, Jon Weatherford Stansell, from the University of Illinois,
who did an extensive review of literature on the use of music in the classroom,
discusses the important role songs can play in what concerns motivation, satisfaction,
and also importance for memory:
Music positively affects language accent, memory, and grammar as well as
mood, enjoyment, and motivation. Language teachers and music therapists
alike should encourage the conjoined study of these natural partners, because
communicating through a musical medium benefits everyone.
Schoepp (2001) highlights the importance of using songs in the classroom for
developing what he calls automacity. In 2001, he wrote an article for the Internet TESL
Journal named Reasons for Using Songs in the ESL/EFL Classroom, in which he
discusses theoretical rationale, affective, cognitive and linguistical reasons for the use of
songs in the ESL classroom. According to him:
Songs also present opportunities for developing automaticity which is the
main cognitive reason for using songs in the classroom. Gatbonton and
Segalowitz (1988, p.473) define automaticity as "a component of language
fluency which involves both knowing what to say and producing language
rapidly without pauses." Using songs can help automatize the language
development process. (SCHOEPP, 2001)
2002)
Many times, an idiom may constitute a barrier to EFL students and non-native
speakers, since it is not simple to discover its meaning by looking it up on the
dictionary, for example.
In the book From Corpus to Classroom, O'Keeffe, McCarthy and Carter
(2007) present recent work in corpus research, based on the analysis of corpora such as
CANCODE (The Cambridge and Nottingham Corpus of Discourse in English) and
Cambridge Internacional Corpus. Their work discusses how corpora can be used to
improve teaching. In chapter four, Idioms in everyday use and in language teaching,
there is a brief review of literature concerning some problems students may have when
dealing with idioms. According to them:
[] many studies have shown under-use of idioms amongst learners and
other non-native users in comparison with native-speaker data, or avoidance
of idioms in favour of single-word or other more literal alternatives, or errors
in form and function [..].
Several problems seem to lie at the root of the apparent deficit (a term used
guardedly here) in idiom-learning and use []. Firstly, because of their
varying degrees of syntactic and lexical flexibility, and because of their often
specialised pragmatic attributes, idioms are, simply, difficult to get.
Secondly, as Irujo (1986) pointed out, idioms, even when correctly produced,
can sound strange on the lips of non-native users. (O'Keeffe, McCarthy
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3. RESEARCH METHODOLOGY
In this section, we describe the research methodology used in our study. We describe
the geographical area where the study was administrated, the study design chosen, the
population and samples. We also detail the instrument used to collect the data.
A quantitative approach was followed. A descriptive survey design was used. A survey
is used to collect original data for describing a population too large to observe directly
(MOUTON, 1996, p. 232). The questionnaires of the surveys were distributed by the
researcher and then self-administered by the participants.
The research was conducted in a private languages school in the city of Vitria, Esprito
Santo, Brazil. The population of interest consisted of students of EFL. The samples
consisted of 12 students of two different classes of English 5 level (equivalent to A2
level in the Common European Framework of Reference for Languages) and 20
students of two different classes of English 7 (equivalente to B1 level in the Common
European Framework of Reference for Languages).
The subjects should follow the following criteria: be a student of EFL, be at least 15
years old, be either sex or any race, be willing to participate, obtain the consent of
parents/guardians to participate if they are less than 18 years of age.
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With that in mind, we selected some songs which could constitute significant means of
learning and help EFL students better associate each idiom with its meaning.
3.1.2 Songs which can provide meaningful contexts for the learning of idioms
3.1.2.1 Right as Rain
According to English Idioms in Use, p. 10, the meaning of as right as rain is
perfectly well. Adeles Right as Rain (Adele Adkins, Leon Michels, Jeff Silverman,
Nick Movshon, Clay Holley, 2007) may provide a substantial background to the
teaching of such idiom, as it can be seen in the song lyrics (Annex A)
The verses Who wants to be right as rain / It's better / When something is
wrong / You get excitement in your bones (ADKINS, Adele. et al., 2007) may provide
the understanding of the idiom right as rain by making as opposition between right
as rain (perfectly well) and when something is wrong: Who wants to be perfectly
well? Its better when something is wrong, you get excitement in your bones.
3.1.2.2 Fit as a fiddle
Another idiom that has the meaning of perfectly well is fit as a fiddle
(McCarthy and ODell, 2002, p. 10). In one of the most famous and acclaimed movies
of all times, Singin in the Rain (Gene Kelly and Stanley Donen, 1952), there is a
scene featuring the song Fit as a Fiddle (Al Hoffman and Al Goodhart, 1932)
(ANNEX B).
In the specific case of this song, the whole lyrics convey the meaning of the idiom, and
even the atmosphere of the song contributes to express the meaning of perfectly well;
The verses Fit as a fiddle and ready for love / I can jump over the moon and above
(HOFFMAN, GOODHART, 1932) or I havent a worry, I havent a care / I feel like a
feather thats floating on air (HOFFMAN, GOODHART, 1932), sung in a happy and
enthusiastic manner will most likely help students guess what the idiom means.
3.1.2.3 To bite the dust
McCarthy and ODell (2002) list, p. 10, to bite the dust as one of the informal
expressions for dying. The lyrics for Queens Another one bites the dust (John
Deacon, 1980) (ANNEX C) may provide a significant context for one to guess the
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meaning of such idiom, as we can see on the following excerpt: Another one bites the
dust (2x) / And another one gone and another one gone / Another one bites the dust /
Hey, I'm gonna get you too / Another one bites the dust (DEACON, John. 1980).
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money for it. In the term, we made it explicit that every data used in our study would
follow the ethic guidelines of research and the anonymity of the participants would be
preserved.
The first questionnaire for right as rain simply asked what would you say
right as rain means? (APPENDIX B). We applied the questionnaire to 6 students of
an English 5 (A2 level in the Common European Framework of Reference for
Languages) class, i.e., a class of elementary EFL learners. Of the 6 total participants, 2
answered I dont know or similar answers; 2 tried to translate the expression literally;
and the other 2 participators assumed that it may be a slang, but did not get the
meaning correctly. (ANNEX E)
The second questionnaire for right as rain (APPENDIX C) consisted of the
lyrics for Adeles Right as Rain and the question Based on the context of the lyrics
of the song, what would you say right as rain means?. To apply the questionnaire, we
distributed the questionnaire sheets to 6 students of another English 5 class, explained
that they would listen to a song and then they would answer the question proposed. Of
the 6 total participants, 2 answered I dont know or similar answers; 2 tried to
translate the expression literally; and the other 2 participators tried to figure out the
meaning without literally translating, but did not get the meaning correctly. (ANNEX E)
The first questionnaire for to bite the dust simply asked what would you say
to bite the dust means? (APPENDIX D). We applied the questionnaire to 10 students
of an English 7 (B1 level in the European Framework of Reference for Languages)
class, i.e., a class of intermediate EFL learners. All the 10 participants answered I dont
know or similar answers. (ANNEX E)
The second questionnaire for to bite the dust (APPENDIX E) consisted of the
lyrics for Queens Another one bites the dust and the question Based on the context
of the lyrics of the song, what would you say to bite the dust means?. To apply the
questionnaire, we distributed the questionnaire sheets to 10 students of another English
7 class, explained that they would listen to a song and then they would answer the
question proposed. Of the 10 total participants, 8 answered I have no idea; and the
other 2 tried to figure out the meaning without literally translating, but did not get the
meaning correct. (ANNEX E)
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4. FINAL CONSIDERATIONS
After analyzing the data collected for our research, we unfortunately realized
that the songs could not, by themselves, make students comprehend the meaning of
idioms. It was evident that, even with activities in which idioms appeared embedded in
meaningful contexts, such expressions would still constitute a barrier for the EFL
learners who participated in our research.
However, despite the fact that song-based activities cannot isolatedly make EFL
learners apprehend the meaning of idioms, according to Campell et al., because of the
strong connection between music and the emotions, music in the classroom can help
create a positive emotional environment conductive to learning. Therefore, the use of
songs in classroom constitute more motivated, memorable and enjoyable activities, and
teachers can use songs in which idioms appear as an useful auxiliary resource for the
teaching of idioms.
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5. REFERENCES
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TERMO DE CONSENTIMENTO
Concordo em participar, como voluntrio, do projeto de pesquisa intitulado
TEACHING IDIOMS THROUGH SONGS: A research with EFL learners, que tem
como pesquisadora responsvel Ana Lusa de Castro Soares do curso de
Letras Ingls da Universidade Federal do Esprito Santo, orientada por Gabriel
Brito Amorim e Aurlia Leal Lima Lyrio, que podem ser contatados pelos emails gabrielbamorim@gmail.com e aurelialyrio@hotmail.com.
O presente trabalho tem por objetivos: testar a eficcia de se utilizar msica na
sala de aula de Ingls como Lngua Estrangeira (ILE) com a finalidade de
fornecer o contexto adequado para o ensino de expresses idiomticas, e
minha participao consistir em responder um questionrio para fins de
anlise e estudo por parte da pesquisadora.
Compreendo que este estudo possui finalidade de pesquisa, que os dados
obtidos sero divulgados seguindo as diretrizes ticas da pesquisa, com a
preservao do anonimato dos participantes, assegurando, assim minha
privacidade. Sei que posso abandonar a minha participao na pesquisa
quando quiser e que no receberei nenhum pagamento por esta participao.
_______________________________________________________________
Nome e Assinatura
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Based on the context of the lyrics of the song, what would you say right as rain
means?
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Based on the context of the lyrics of the song, what would you say to bite the dust means?
___________________________________________________________________________
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Everything's a strain
When night comes
And I'm all on my own
You should know
I chose to be alone
So who want to be
Right as rain
It's harder
When your on top
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Fit as a fiddle
Fit as a fiddle and ready for love.
I can jump over the moon up above.
Fit as a fiddle and ready for love!
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Hey
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