Suggestions for further study

CHAPTER 3: DATA ANALYSIS AND FINDINGS

3. Suggestions for further study

As presented above, the findings of this study have definite curricular implications. Because music is a viable vehicle for second language acquisition to the same extent as other nonmusical means, then songs can no longer be regarded as recreational devices, having little instructional value. The researcher does think that English songs can offer more valuable applications if we do more study on them.

However, within the limitation of this paper, the study can only assure the role of songs as a motivator in teaching and learning listening skill and stops at proving the ability of songs in improving some bottom-up listening skills bottom-up listening skills such as word recognition, awareness of word linking, awareness of word stress, enhancing their attention while listening as well as comprehension skills. The

(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University

researcher, therefore, really hopes that this paper can be a starting point evoking in the readers some idea for further study and new applications.

Further research should focus on:

- The use of English songs in teaching other aspects and skills such as pronunciation, writing, speaking etc.

- The effectiveness of using English songs in improving learners‘ vocabulary and grammatical knowledge.

REFERENCES

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Unpublished MA Dissertation ULIS- VNU.

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16. Hans Mol. (2009). The use of songs in English classroom help learners become familiar with word stress and intonation, and the rhythm. OUP.

17. Harmer J. (1983). The practice of English language teaching. Longman handbook for language teachers, Longmanine, New York.

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Allen, S. P. B. Allen, and S. P. Corder.

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APPENDICES

APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS 1. To what extent do you like listening English through songs?

A. Not at all B. Very little C. Much D. Very much

2. To what extent can you improve your listening skill through songs?

A. Not at all B. Very little C. Not much D. Much

3. What are the benefits of learning listening skill through the use of songs?

Choices / Agreement 1 2 3 4

Make the listening lesson more relaxing Make the listening lesson more enjoyable Develop my confidence in listening to English Help me to listen to English better

Help me to recognize key words while listening Help me pay greater attention to word stress Develop my guessing skill

Help me to discriminate English sounds better.

Note: 1: Strongly disagree 2: Disagree 3: Don‘t know 4: Agree 5: Strongly agree

4. What are your favorite activities while you‘re listening to songs?

Options Tick your choices

Matching the lyrics Multiple choice questions Gap- filling

Discussing about the meaning of the song Dictation

Arranging jumbled lines Correcting mistakes

Finding the words appeared in the song

5. Why do you listen to English songs?

A. For pleasure

B. For improvement in listening skill C. For relaxation

D. For staying awake E. Other reasons

CÂU HỎI THĂM DÒ DÀNH CHO SINH VIÊN 1. Bạn thích học nghe Tiếng Anh qua bài hát ở mức độ nào?

A. Không thích một chút nào B. Thích một chút thôi C. Thích

D. Rất thích

2. Kỹ năng nghe của bạn được cải thiện như thế nào qua bài hát?

A. Không cải thiện gì B. Cải thiện rất ít

C. Cải thiện không nhiều D. Cải thiện nhiều

3. Học tiếng Anh qua bài hát có những lợi ích gì?

Lợi ích/ đồng ý 1 2 3 4

Làm cho bài học nghe bớt căng thẳng Làm cho bìa học nghe thêm thú vị Thêm tự tin khi nghe

Làm cho nghe tiếng Anh tốt hơn

Giúp tôi phát hiện ra từ khóa trong khi nghe Giúp tôi chú hơn tới trọng âm của từ

Phát triển kỹ năng đoán

Giúp phân biệt các âm tiếng Anh tốt hơn

Chú thích:1: rất không đồng ý , 2: không đồng ý , 3: không biết, 4: đồng ý , 5: rất đồng ý

4.Bạn thích các hoạt động gì trong giờ học Tiếng Anh qua bài hát?

Sự lựa chọn Đánh dấu lựa chọn

Chọn đáp án đúng sai Câu hỏi lựa chọn Điền từ vào chỗ trống

Thảo luận về nghĩa của bài hát Đoán

Sắp xếp các dòng Sửa lỗi sai

Chọn từ xuất hiện trong bài hát

5.Tại sao bạn thích nghe bài hát tiếng Anh?

A. Để thỏa niềm yêu thích B. Để cải thiện kỹ năng nghe C. Để thư giãn

D. Để thức F. Khác

APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS 1. How often do you use English songs to teach listening skill?

A. Always B. Usually C. Sometimes D. Rarely

E. Never

2. What is your opinion about benefits of using songs in class?

A. Reduce boredom in class

B. Help students relax during the lesson C. Help students listen better

D. Help students pay more attention to the pronunciation of the words 3. What are disadvantages of using songs in class? (You can choose more than one choices)

A. You cannot sing

B. The class becomes noisy and out of control C. Cannot find suitable songs

D. Students cannot pay attention by music E. Class time is limited

F. The sound are not clear because singers usually link sound together.

4. What kind of tasks do you usually design to teach your students with the use of song?

A. Gap – filling B. Multiple choices C. Mistake correction D. Others

5. Which criteria do you often use to select songs? (You can choose more than one choices)

A. The song should contain limited vocabulary B. The songs should have positive content

C. The song should present a restricted musical challenge D. The rhythm should be straightforward and repetitive

E. The songs should have refrain: a repeated stanza, between verses of the song

F. Topics of the song should be within the experiences of students G. Others

6. Which sources do you often exploit to choose English songs?

A. Internet B. Radio C. Television D. CDs, VCDs E. Others

APPENDIX 3: PRE – TEST

Part I: Listen to Shona talks about her best friend. Then choose the best answer (5 marks) 1. How many good friends does she have?

A. two or three B. three or four C. two or four 2. When did Shona first meet Kirsty?

A. When they were 12 B. When they were 21 C. When they were 20 3. What is Kirsty like?

A. She is funny B. She is small C. She is tall

4. What does Kirsty do to Shona‘s problems

A. She always listens. B. She gives Shona good advice C. A and B are correct.

5. Where does Kirsty live now?

A. She lives in the same town with Shona.

B. She doesn‘t live near Shona.

C. She lives in different town but quite near Shona.

Part II: Listen to the conversation then choose True or False for the following questions (5 marks)

Stt Statements True False

1 Ben needs someone to help with the cooking.

2 The show is going to take place in the park.

3 Kathy likes Graham's jokes.

4 Somebody from Kathy's family has already volunteered to help.

5 Ben doesn't think Kathy's card tricks will work.

6 Kathy can't dance very well.

7 Kathy can't participate because she is helping Susan.

8 Ben can‘t sing the national anthem quite well 9 The talent show starts at 4 o‘clock

10 Kathy can sing her song at the beginning of the show Keys

Part I: 1: B, 2: A, 3: C, 4: C, 5: C

Part II: 1: F, 2: T , 3: F, 4: T, 5: T, 6: T, 7: F, 8: F, 9: F, 10: F

Major findings from the research