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Literature review and theoretical framework

Juan A. Constante

Angélica C. Maldonado

Lía K. Rosado

Universidad Del Atlántico

Research and practices

José I. Lobo

12th November 2020

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Literature review

The use of rhythm and rhyme to assist auditory recall has also been studied, and

the multimodal combination of rhythm, melody and rhyme along with linguistic

prosody appears to lead to greater retention (Graham, 1992; Palmer & Kelly, 1992).

He says that the music as an element in the acquisition of English as second

language, it’s a process guide by four areas that became music as a tool or strategy,

depending on of students and objectives of the acquisition.

Dwayne Engh (2013) says that music as an element in the acquisition of English

as a second language, it’s a process guide by four areas that became music as a tool or

strategy depend on the students and objectives of the acquisition.

Dwayne Engh (2013) says that the music as an element in the acquisition of

English as second language, it’s a process guide by four areas that became music as a

tool or strategy depend of the students and objectives of the acquisition. As an active

filter (Krashen, 1982) argues that the most favorable learning occurs in a setting of low

anxiety, self-confidence and high motivation. In motivation it’s found many sides in

which students can have a good source of acquisition, the degrees of the various types

of instrumental, integrative, resultative and intrinsic motivation (Ellis, 1997) differ with

the individual student and the literature supports the use of song and linguistic play in

the language classroom (Cook, 1997) to increase individual language-learner motivation

(see also Ndububa & Ajibade, 2006; King, 2010). In learning strategies it’s know about

some students can show a better comprehension of the knowledge through sounds

stimulate, there is also a strong possibility that the influence of learning environments,
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which may include family, educational and cultural background factors might have an

effect on the learner (Locastro, 1994; Harley, 2000).

Finally, it’s Empirical SLA Studies, there is ample empirical evidence to

suggest that use of music and song enhances students’ success in second language

acquisition, which will be discussed in three sections: Recall and Memory, The

Din/Involuntary Mental Rehearsal and Language Specific Skills. For example, studies

with primary students by Medina (1990) investigated effectiveness of vocabulary

acquisition with the use of music and story illustrations, and a study by Schunk (1999)

examined the effect of signing when coupled with singing on receptive vocabulary

skills. “Thus, song may be called pseudo-dialogal or a form of Piaget’s (1923)

egocentric language, a form of egocentric language that at first may be pronounced for

us but is soon appropriated by us, psychologically and sub vocally if not actually sung

aloud” (Murphey, 1989: 168).

Brewer (2005) said, the rhythm and tempo can help to maintain the attention and

focus, as well was, to guide us to find peace and calm when we are over-energized, so

we can note that Music can affect our state of mood, for that teachers use this method

with the students in order to create a welcoming environment in the classroom.

Affective: when we are working with songs, we acquire the vocabulary and

expressions that are present in the lyrics, since the affective filter is reduced by being

motivated (Krashen, 1981).

Cognitive: authors such as Gabalton discovered that through music, and songs

and their repetitive nature, we can develop the competence of language automation

(knowing what is said and saying it quickly).

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Linguistics: music offers ease of learning colloquial expressions and phrases that are not

learned in texts or taught in school with this we can use a strong knowledge of real

English.

Learning a language through lyrics in the target language will motivate students

because they define who they are through their own culture, and through the music that

they enjoy. Through music as a teaching methodology, students are further exposed to

foreign language and culture, making the learning experience far more integrated than

perceived. Language acquisition evolves into culture and communication acquisition.

Mora believes that music and language should be often used in the teaching of English

as a Foreign Language. Song introduces the repetition of words and phrases, and such

repetition enables the brain to remember learned content.

Hilda F. Israel (2013) Learning a langue through music could provide a new gate

for students whom have the possibility of gain self confidence in the culture of the

language, since music is also a way to communication and a source of motivation

learners can found many expressions and word that they can add to their vocabularies.

Theoretical Framework

As Hilda F. Israel said, music is a way to communication and a source of

motivation. They not only learn vocabulary but also achieve better scores when music is

part of their social studies.

Music inspires and soothes, and people who are musically talented seem to have

an enhanced aptitude in the learning of foreign languages. The author talks about music

as a pedagogical tool in a learning process, learning a second language and motivation.

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A similar characteristic is added the motivation and as the songs can be more a

stimulus for the development of activities than a distraction and it is also added that

such responses of students towards the stimulation of music is what our project wants

demonstrate in a workable and concise manner.

Conceptual Framework

 Music

Is positive force nor a distraction in task achievement.

 Motivation

Learning a language through lyrics in the target language will motivate students

because they define who they are through their own culture, and through the

music that they enjoy.

 Reaction of students

They enjoy the rhythm at the same time they are focused on the vocabulary.

 Activities

Music can be used as a warm-up activity or as a task during the class.

 Words

Students learn vocabulary, it helps them to improve their communicative skills.

 Expressions

Songs can be an excellent way to help students to learn phrases, expressions, etc.

 Comfortable environment

Today, the use of song and music offers a more natural and holistic way of

learning language.
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https://www.researchgate.net/profile/Mary_Akbary/publication/306048860_The_value_

of_song_lyrics_for_teaching_and_learning_English_phrasal_verbs_a_corpus_investigat
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ion_of_four_music_genres/links/5b256e7ca6fdcc697469558c/The-value-of-song-lyrics-

for-teaching-and-learning-English-phrasal-verbs-a-corpus-investigation-of-four-music-

genres.pdf

http://infonomics-society.ie/wp-content/uploads/licej/published-papers/special-issue-

volume-2-2013/Language-Learning-Enhanced-by-Music-and-Song.pdf

https://files.eric.ed.gov/fulltext/EJ1076582.pdf

https://pdfs.semanticscholar.org/a98b/4e3f2d192da73ec347960db4936ae605c0a3.pdf

https://www.ukessays.com/essays/education/using-music-to-enhance-second-language-

learning-education-essay.php

https://pdfs.semanticscholar.org/a98b/4e3f2d192da73ec347960db4936ae605c0a3.pdf

http://infonomics-society.ie/wp-content/uploads/licej/published-papers/special-issue-

volume-2-2013/Language-Learning-Enhanced-by-Music-and-Song.pdf

Mora, C.F. 2000. Foreign language acquisition and melody singing. ELT Journal, 54(2),

146-152. http://eltj.oxfordjournals.org/content/ (accessed May 29,2013)