The Effect of Listening to Music on Iranian Children's Segmental and Suprasegmental Pronunciation

Autor/inn/en	Moradi, Fereshteh; Shahrokhi, Mohsen
Titel	The Effect of Listening to Music on Iranian Children's Segmental and Suprasegmental Pronunciation
Quelle	In: English Language Teaching, 7 (2014) 6, S.128-142 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Music Education; Music Activities; English (Second Language); Teaching Methods; Suprasegmentals; Pronunciation Instruction; Hypothesis Testing; Elementary School Students; Females; Private Schools; Novices; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Intonation; Educational Benefits; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Musikalische Aktion; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; Hypothesenprüfung; Hypothesentest; Weibliches Geschlecht; Private school; Privatschule; Bildungsertrag; Statistische Analyse
Abstract	The purpose of this study is to find out whether children learning English by music can improve their ability in segmental and suprasegmental pronunciation or not. In this regard, three hypotheses were proposed. A total of 30 female elementary students with the age between 9 to 12 years old were chosen. They were learning English in a private English school in Isfahan. According to the placement test of the institute, all of them were in the beginner level of pronunciation. They were assigned to two groups, that is, control group and experimental group. The selected material for both groups was "Song Time" book. The book was taught to the experimental group with music. The students listened to songs with music, repeated, and finally memorized them. Regarding the control group, the teacher read the songs and the students repeated after her and tried to memorize them. The results of comparing the pretest and the posttest showed that music had a better effect on pronunciation and intonation and stress pattern recognition; that is, the students in the experimental group had a better performance in these areas than the control group. Therefore, the three proposed hypotheses were safely rejected, and it was concluded that using music can push students to learn suprasegmentals better. The study has implication for teachers as well as material developers to include music in the teaching process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01