A study on using songs in teaching english to 10th graders at nguyễn hữu cảnh high school

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI PHUNG A STUDY ON USING SONGS IN TEACHING ENGLISH TO 10TH GRADERS AT NGUYỄN HỮU CẢNH HIGH SCHOOL MASTER’S THESIS IN EDUCATION Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI PHUNG A STUDY ON USING SONGS IN TEACHING ENGLISH TO 10TH GRADERS AT NGUYỄN HỮU CẢNH HIGH SCHOOL Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Tran Quang Hai, Ph.D Nghe An, 2019 i STATEMENT OF AUTHORSHIP The work, which contained in this research, has not previously been admitted for a degree or diploma in any university The data and findings collected and analyzed in this thesis are true, used with permission, and have not been published or written by another person Nghe An, July 15th, 2019 Author Lê Thị Phụng ii ABSTRACT Using English songs in listening skill is one of the best ways that can help teachers increase students’ interest and enhance students’ listening skills Research in this area has concentrated on the benefits of using English songs to students’ listening improvement The aim of this thesis is to study to evaluate the benefits of using English songs on EFL high school student’s listening skill In the research, two groups studied a listening course, which lasted six weeks One group was taught with using English songs and the other was not taught with using English songs To evaluate the students’ listening skill, a pre-test and a post-test of listening were used After participating in the six listening sessions, the students’ listening skill was assessed The findings showed that most students in two groups made progress in listening skill However, the group with using English songs made greater improvement in listening skill iii ACKNOWLEDGEMENTS This thesis would not have been possible without the generous support and encouragement of many individuals whom I am immensely grateful First, I would like to acknowledge my gratitude to supervisor Tran Quang Hai, Ph D He agreed to act as my supervisor His suggestions toward a new aspect and object of study inspired me to conduct this thesis Moreover, the useful references he provided a long with his enthusiastic instruction and valuable feedback throughout the entire work helped raise my thesis to its present standard Without his help, the thesis would not have been completed Second, I would also like to thank the students of the classes I taught to gather information for my research Without their help, this study could not have been successful Finally, I wish to give my special thanks to my colleagues, friends and and my beloved family for their warm support and encouragement during the time I conducted this thesis iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF FIGURES ix CHAPTER INTRODUCTION 1.1 Rationale 1.2 The aims and objectives of the study 1.2.1 Aims 1.2.2 Objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 The organization of the study CHAPTER THEORETICAL BACKGROUND 2.1 Previous studies 2.2 Theoretical background 2.2.1 Teaching English listening skill 2.2.1.1 Definition of listening 2.2.1.2 Types of listening 2.2.1.3 The role of listening in language learning 11 2.2.1.4 The importance of listening skills 12 2.2.1.5 Strategies for developing listening skills 13 2.2.1.6 Difficulties in listening skill 14 2.2.1.7 Principles of teaching listening skill 15 v 2.2.2 Songs 16 2.2.2.1 Definition of a song 16 2.2.2.2 The Role of songs in language learning 17 2.2.2.3 Benefits of using songs for developing listening skill 17 2.2.2.4 Factors contributing to listening comprehension of song 19 2.2.2.5 Teaching competence and motivation of teachers 20 2.2.2.6 Steps for improving listening skills 21 2.2.2.7 The basic elements of a song 22 2.2.2.8 The use of song procedure 23 2.2.2.9 Listening material for students 24 2.2.3 Vocabulary development 25 2.2.4 Pronunciation development 25 2.5 Summary 28 CHAPTER METHODOLOGY 29 3.1 Participants 29 3.1.1 Students 29 3.1.2 Teachers 29 3.2 Data collection 29 3.2.1 Instruments 29 3.2.2 Tests 29 3.2.2.1 Pre-test 30 3.2.2.2 Post-test 30 3.2.3 Questionnaire for teachers 30 3.2.4 Questionnaire for students 31 3.3 Data collection and analysis procedure 31 3.4 Experimental process 33 3.4.1 Participants 33 3.4.2 Principles of using English songs in teaching listening skill 34 vi 3.4.3 Steps for using English songs in teaching listening skill 34 3.4.4 The difficulties during experimental process 35 3.5 Textbook 36 3.6 Lesson plans 37 3.7 Summary 38 CHAPTER FINDINGS AND DISCUSSION 39 4.1 Results 39 4.1.1 Pre - test results 39 4.1.2 Post-test results 40 4.1.3 The difference between the post-test scores and the pre-test scores by the control group and the experimental group 41 4.2 Questionnaire for students 42 4.2.1 Students’ awareness to the use of English songs 42 4.2.2 The improving of students’ listening skill after having been taught with English songs 43 4.2.3 Students’ opinion about the benefits of using English songs in listening skill 44 4.2.4 Students’ favourite activities while they are listening to English songs.46 4.2.5 Reasons of listening to English songs 47 4.2.6 Students’ opinion about the difficulties of using English songs in listening skill 47 4.3 Questionnaire for teachers 48 4.3.1 The frequency of using English songs to teach listening skill 48 4.3.2 Teachers’ opinion about the advantages of using English songs to teach listening skill 48 4.3.3 Teachers’ opinion about the disadvantages of using English songs to teach listening skill 49 4.3.4 Type of tasks the teachers usually designed to teach students with using English songs 51 4.3.5 Criteria for selecting songs of the teachers 51 vii 4.3.6 Teachers' solutions for better listening lessons 52 4.4 Suggested solutions 53 4.5 Summary 55 CHAPTER CONCLUSION 60 5.1 Conclusion 56 5.2 Implications 57 5.2.1 For teachers 57 5.2.2 For course-book designers 58 5.2.3 For educational administrators 58 5.3 Limitations 59 5.4 Further research 59 REFERENCES 61 APPENDIX 65 APPENDIX 69 APPENDIX 73 APPENDIX 75 APPENDIX 77 APPENDIX 81 APPENDIX 85 APPENDIX 92 APPENDIX 94 APPENDIX 10 96 viii LIST OF TABLES Table 4.1.1 The scores of pre listening English test by the control group (Group 1) and the experimental group (Group 2) 39 Table 4.1.2 The scores of post listening English test by the control group (Group 1) and the experimental group (Group 2) 40 Table 4.1.3 The difference between the post-test scores and the pre-test scores by the control group and the experimental group 41 Table 4.2.3 Students’ opinion about the benefits of using English songs in listening skill 44 Table: 4.2.4 Students’ favorite activities while they are listening to English songs 46 Table 4.2.5: Reasons of listening to English songs 47 Table 4.3.1 The frequency of using English songs to teach listening skill 48 Table 4.3.2 Teachers’ opinion about some advantages of using English songs in class 49 Table 4.3.3 Teachers’ opinion about some disadvantages of using English songs in class 50 Table 4.3.4 Type of tasks the teachers usually designed to teach students with using English songs 51 Table 4.3.5 Criteria for selecting songs of the teachers 51 Table 4.2.6: Teachers' solutions for better listening teaching and learning with songs 52 79 When all the (4) are singing in the sky hills Now that the .(5) is in the air 10 time Pretty girls are (6) Think of me and I'll be there We had (7), we had fun We had (8) in the sun But the .(9) that we climbed Were just seasons out of .(10) + Gives comments - Ask teacher for help if - Ask students to stand up and sing the song having difficulties that they studied in the past period the rest listen and and give comment + Give feedback and mark if students perform well - Encourage students to sing to improve their vocabulary - Help students to solve some dificulties if they have II Warm-up: (3mins) - Ask students some questions: - Listen to the teacher and What song all students always sing on every, morning? Do you know who the composer was? Do you have any information about him? + When and where he was born? + did you died? + When he died? + What was his first song? + What were other songs? - Was” Ha Noi Mua Thu” composed by Van Cao? - Leads to new lesson: Today, we’ll study lesson : listening; Listen to a conversation about Van Cao answer the questions Keys: Tien Quan Ca Van Cao Nam Ha 1923 1995 Suoi Mo Lang Toi, Troung Ca Song Lo No, it was not 80 musician III Before you read : (7mins) - work in pairs : look at the picture of Van Cao, tell each other what you know about him based on the information of “warm up’ - ask Ss to make a tick of which of these songs were written by Van Cao Suoi Mo Ha Noi Mua Thu Tien Quan Ca Truong Ca Song Lo Lang Toi Tinh Ca Listen and repeat all new words - sweet and gentle(a): ngào - rousing(a): hào hứng ,sôi - exciting(a): vui vẻ - boring(a): buồn bã - lyrical(a): trử tình - solemn(a): trang nghiêm - Students pick out - Read the words aloud and copy down - Remember and rewrite these words IV While you read : (20mins) Setting the scene: - Ss reads the instruction * Task 1: Instruction: Decide the statements are - Ss read all sentences and pick out new words true or false Keys: - Ask students to work individually to the task F the guest is Quang - check the information Hung F He likes some Vietnamese musicians T F It was written in 1944 F He always feels proud of his country when he hear the song Keys: * Task 2: Answer the questions: - Asks Ss to read all questions that they understand them - Ask students to the task in pairs, listen again It’s “my favourite musician” Tien Quan Ca It’s hard and solemn, It then discuss their answers with their peers - Call some students to give their answers and ask them to explain their choices - Go around and offer help - Give feedback and suggested answers 81 and answer the questions - Go around and offer help makes him feel great and proud of his country - Call students to write their answers on the blackboard - Ask others to give comments - Give feedback and suggested answers V After you read : (8 mins) Listen and practice Instruction: Listen to the song “Yesterday once more” and practice it many times - Introduce some new words and new structures trouble shadow as though used to believe in - Go round and offer help when necessary - Call some students to sing the song again and ask others to give their comments - Give feedback VI Home work: (2mins) - Ask students to learn the new word by heart - Ask students to prepare the new lesson: Unit 12 Part D Writing (p313) at home - Ask students to practice the song to sing the - Listen and copy down class next lesson - Provide students another song “Hello” 82 APPENDIX SAMPLE TESTS Season in the sun Task Listen to the song and fill in the blanks with one word Goodbye to you, my (1) friend We've been known each other since we were nine or ten Together, (2) hills and trees Learned of love and ABCs Skinned our hearts and skinned our (3) Goodbye, my friend, it's hard to die When all the (4) are singing in the sky Now that the .(5) is in the air Pretty girls are (6) Think of me and I'll be there We had (7), we had fun We had (8) in the sun But the .(9) that we climbed Were just seasons out of .(10) Keys trusted climbed knees birds spring everywhere joy seasons hills 10 time Typescript 83 Goodbye to you, my trusted friend We've been known each other since we were nine or ten Together, we've climbed hills and trees Learned of love and ABCs Skinned our hearts and skinned our knees Goodbye, my friend, it's hard to die When all the birds are singing in the sky Now that the spring is in the air Pretty girls are everywhere Think of me and I'll be there We had joy, we had fun We had seasons in the sun But the hills that we climbed Were just seasons out of time Task Listen to the song and Mark the sentences True or False Correct the false ones Yesterday once more He believes in tomorrow He is half the man he used to be There’s a shadow hanging over him Love was such an easy game to play Now he doesn’t need a place to hide away Keys F F T T F 84 Typescript Yesterday, all my troubles seemed so far away Now it looks as though they're here to stay Oh, I believe in yesterday Suddenly, I'm not half the man I used to be, There's a shadow hanging over me Oh, yesterday came suddenly Why she had to go I don't know she wouldn't say I said something wrong, now I long for yesterday Yesterday, love was such an easy game to play Now I need a place to hide away Oh, I believe in yesterday The kids are playing upstairs F Mother needs a rest because she has got a headache T Father wears his best clothes on Sunday T Their house is in the corner of the street F Mother doesn’t allow mess in their house F Task Listening to the Song “Unchained melody” and complete the song Oh, my love, my darling I've hungered .(1) A long, lonely time .(2) by so slowly And time can (3) Are you still mine? I (4) I need your love God speed your love to me Lonely (5) 85 To the sea, to the sea To the open arms of the sea Lonely rivers sigh "Wait for me, wait for me" I'll be coming home, wait for me Keys for your touch Time goes by so much need your love rivers flow 86 Task Listen to the song and correct the underlined mistakes Hello Hello, it’s me I was wondering if after all these years You like to meet, to go over everything They say that time supposed to heal ya But I am not done much healing Hello, can you hear me? I’m in California dreaming about who we used to be When we were younger and free I’ve forgotten how it felt before the word fell at our feet There’s such a difference between us And a million miles Hello from the other side I called a thousand times to tell you I’m sorry, for everything that I’ve done But when I call you never seem to be home Hello from the outside At least I can say that I’ve tried to tell you I’m sorry, for breaking your heart But it don’t matter, it clearly doesn’t tir you apart anymore Keys ’d like time’s world ’ve called tear 87 Typescript Hello, it’s me I was wondering if after all these years You’d like to meet, to go over everything They say that time’s supposed to heal ya But I am not done much healing Hello, can you hear me? I’m in California dreaming about who we used to be When we were younger and free I’ve forgotten how it felt before the world fell at our feet There’s such a difference between us And a million miles Hello from the other side I must’ve called a thousand times to tell you I’m sorry, for everything that I’ve done But when I call you never seem to be home Hello from the outside At least I can say that I’ve tried to tell you I’m sorry, for breaking your heart But it don’t matter, it clearly doesn’t tear you apart anymore Task Listen to the song and answers the questions White Flag What does the man promise to do? What did he cause? Why will there be no white flag above his door? Keys Take a hit, shoot me down, shoot me down I will never hit the ground, hit the ground 88 Playing dead, I'll never Gotta keep an eye on you Patience is wearing thin, paper thin Promises broke again, what a sin But it only feeds my energy So don't expect no sympathy Smoke, fire, it's all going up Don't you know I am not afraid to shed a little blood? Smoke, fire, flares are going up, flares are going up Oh, won't wave my white flag, no This time I won't let go I'd rather die Than give up the fight, give up the fight Give up the fight, give up the fight Won't wave my white flag, no Oh, I won't go down slow I'd rather die Than give up the fight, give up the fight Give up the fight, give up the fight Whoa, whoa, whoa, whoa Whoa, whoa, whoa, whoa 89 APPENDIX 8: SURVEY QUESTIONNAIRES FOR STUDENTS This survey questionnaire is designed and conducted to find out students’ attitudes towards applying or using English songs in listening skill I am grateful for your cooperation in finishing this questionnaire Please be assured that you will not be identified in any discussions of the data Do you like using English songs after each listening lessons?  Very much  Much  A bit  Not at all Does your listening skill improve after having been taught with English songs? Very much  Much A bit Not at all What are beneficial elements of using English songs you can get in the listening?  The use of English songs helps me listen to English better  I feel more confident in listening lesson  The use of English songs helps me improve my vocabulary and pronunciation  The class becomes more interesting and enjoyable when the teacher uses English songs  The use of English songs provides me good model of pronunciation, accuracy, fluency, and various vocabularies What are your favorite activities while you are listening to English songs? Multiple choice questions Gap- filling True or False Finding the words appeared in the song 90 What are reasons that you listen to English songs? For entertainment For pleasure For reducing stress For improving vocabulary and pronunciation Other reasons Which problems you have when using English songs in learning listening skill? The speed of the song was too fast for students Their vocabulary, grammar structures were limited The sounds of the songs were difficult for them They could not remember what they hear Others Thank you for your co-operation! 91 APPENDIX 9: SURVEY QUESTIONNAIRES FOR TEACHERS This survey is designed to collect information about the real condition of the classroom problems in the English teaching and learning process at Nguyen Huu Canh high school I am grateful for your cooperation in completing this questionnaire Please be assured that you will not be identified in any discussion of the data Please circle the appropriate answers for the following questions You may choose more than one option Do you often use English songs to teach listening skill? Always  Usually  Sometimes Rarely  Never What are the advantages of using English songs to teach listening skill?  Reduce stress in class room  Improve vocabulary and pronunciation  Help students  relax after the lesson  Help students improve listening skill What are the disadvantages of using English songs to teach listening skill?  The lyrics of the song are too difficult for students  Class time is limited  The sounds are not clear because the singers usually link sounds  The songs are not suitable for students 92 What kind of tasks that you usually designed to teach students with using English songs?  Multiple choice  Gap - filling  Question answering  Others What are Criteria for selecting songs?  The songs are suitable for the level of the students  The songs should have structures relating to the lesson  The rhythm of the songs should be clear, easy to understand  The topics of the songs close to their lives Which of the following things you think teachers should to get effectiveness of using songs in teaching listening? Use good tapes or CDs, VCDs, Projectors Choose popular and suitable songs Make good preparation Let students sing along Do not use one type of activities all the time Provide background information and vocabulary for listening activities Others Thank you for your co-operation 93 APPENDIX 10 Table: The listening topics of some units in TiengAnh 10 (Adapted from Tieng Anh 10) Unit Topic A day in the life of… School talks The story of my village Music Films and cinema Semester The world cup ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI PHUNG A STUDY ON USING SONGS IN TEACHING ENGLISH TO 10TH GRADERS AT NGUYỄN HỮU CẢNH HIGH SCHOOL Major: Teaching English to Speakers... Tse, a teacher of English in Malaysia conducted a thesis on “Malaysian teachers’ perspective on using songs in English language teaching? ?? The aim of his study is to examine the angles of Malaysian... students‟ attention spans  Songs are regarded as a good means for age-related language learning  Songs are believed to accelerate memorization  Songs provide a variety of comprehensible input  Songs