Professional Documents
Culture Documents
10/30/2018
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Annotated Bibliography and Annotations
Annotated Bibliography
References
Aguirre, D., Bustinza, D., & Garvich, M. (2016, 01). Influence of Songs in Primary School
Students' Motivation for Learning English in Lima, Peru. English Language Teaching,
Alisaari, J., & Heikkola, L. M. (2016, 06). Increasing fluency in L2 writing with singing. Studies
Arellano, S. I., & Draper, J. E. (1972, 03). Relations between Musical Aptitudes and Second-
Beasley, R., Chuang, Y., & Liao, C. (2008). American music immersion: Influencing factors and
its impact on taiwanese EFL learners engaged in web-based, multimedia music study.
Chen, A. H. (2016). Perspectives upon Integrating Music into Freshman English Pronunciation
Gordon, R. L., Shivers, C. M., Wieland, E. A., Kotz, S. A., Yoder, P. J., & Mcauley, J. D. (2014,
Huertas, I. A., & Parra, L. J. (2014, 04). The Role of Songs in First-Graders’ Oral
Li, X. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning
for mainland chinese ESL learners. Contributions to Music Education, 36(1), 73-84.
Schunk, H. A. (1999, 06). The Effect of Singing Paired with Signing on Receptive Vocabulary
doi:10.1093/jmt/36.2.110
Slevc, L. R., & Miyake, A. (2006, 08). Individual Differences in Second-Language Proficiency.
Annotations
This article investigates the effectiveness of using songs in teaching grammar to second
language students. Also, as a second objective, the author wanted to explore the effect of song-
based grammar instruction on students and teachers’ motivation and classroom atmosphere. The
experiment was carried out over in a school with students in seventh grade. There were two
groups, the experimental and the traditional one. Both groups had the same content but with
different methods. The experimental one received based-song grammar instruction. The data
showed that the experimental one was favored to get better grades than the traditional one. Also,
the author discovered that both the students and teachers experimented a better classroom
atmosphere. The research offers a beneficial insight into the study of music along with grammar
because based on the data, it showed that music increases the students’ understanding of L2
grammar.
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Annotated Bibliography and Annotations
Li, X. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning
for mainland chinese ESL learners. Contributions to Music Education, 36(1), 73-84.
This article examined the effectiveness of music to acquire new vocabulary, language
usage and the good use of the meaning of new words. The recipients of the experiment were
Chinese college students. Their target language was English. By doing the experiment the author
was also attempting to establish a good base for future work in the field of music and for the
acquisition of a second language. The research was performed on College students. The research
counted with three groups, one group was the one with only based-music instruction, a second
group received a mixed instruction, this means that they had traditional lessons and other lessons
with music-based instruction. The third one was receiving traditional instruction. The students
who were exposed to music the most obtained higher scores than the other two groups. The
second highest was the traditional group, and interestingly, the lowest group was the one with the
mix instruction. The data benefits music-based instruction in the L2 classroom only if the based-
Arellano, S. I., & Draper, J. E. (1972, 03). Relations between Musical Aptitudes and Second-
The objective of this article is about to seek the relationship between music and second-
language learning. The research attempts to discover how related are the discriminatory skills
that one uses to learn a second language to the ones that one uses for musical sounds. When
students start learning a second language they need to discriminate sounds to be able to
understand the new vocabulary. The author attempted to find out if the discriminatory abilities in
the area of pitch, intensity, rhythm, timbre, and tonal memory share a relationship with the
capacity of pronunciation and comprehension of a second language. The study was conducted
with 28 students in the fifth and sixth grades in an elementary school. These students were
selected randomly and they received their L2 instruction from the same teacher. Students also
had musical instruction on the next areas: pitch, intensity, rhythm, timbre, and tonal memory. The
study showed that there is a strong relationship between the musical capabilities of students with
the language target. The data favor the instruction of music skills in the ESL classroom.
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Annotated Bibliography and Annotations
Beasley, R., Chuang, Y., & Liao, C. (2008). American music immersion: Influencing factors and
its impact on taiwanese EFL learners engaged in web-based, multimedia music study.
This article focuses on the acquisition of a second language if there is a total immersion
in the culture of the L2, it can be either watching movies, having interaction in the web, and the
listening of the music of L2. The target students were part of a university in Taiwan. The author’s
assumptions were that if students had more attachments to the culture of the L2, they were going
to be faster learners in the L2. Based on the data, the recipients showed that the more they listen
to music in the L2, the better the achievement they have in the L2. Actually, since the research
was not only focused on music as an easier way to learn the L2; it was also focused on other
components of the culture of the L2, music favored students to learn faster and more accurate.
The more the students knew a song in the L2, the easier they learned vocabulary. Also, it is
important to point that if students were immersed musically in the L2, they more enjoyment they
Slevc, L. R., & Miyake, A. (2006, 08). Individual Differences in Second-Language Proficiency.
This article examined the relationship between musical ability and second language
phonology, syntax, and lexical knowledge. The assumption of the author that music and language
share the same functions of the brain, it is based on past researches that affirmed the author’s
beliefs. The aim of the study was to test recipients’ musical ability in a more rigorous way. The
explanation of the variance associated with the L2 four domains. The results showed that
recipients who had a higher score in musical abilities, specifically in the remembering of musical
notes, were able to perceive and produce sounds better in the L2. Also, the author argues that the
acquisition of L2 syntax is related to the ability in musical tasks focusing on musical syntactic
processes.
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Annotated Bibliography and Annotations
The author presents a study of the impact of songs on the acquisition of L2 incidental
vocabulary. The study tested sixty-six participants who were beginners at learning L2. The
experiment was divided into five groups. All groups received a pre-test and a post-test based on
the Vocabulary Knowledge Scale (VKS). Out of the five groups, there was only one controlled
group. Four groups were exposed to lexical items either by a song or by a poem. There were two
poem groups, which meant that they were learning the new vocabulary only with lyrics. The
other two groups with songs learned the new vocabulary by listening and singing songs. The
results of the experiment showed that groups with songs had the highest score identifying the
new lexical elements. This article then asserts that music and singing favor the acquisition of
new vocabulary in the L2. Also, it is corroborated that songs are better than a rhythmical reading