Chants, Raps and Songs - How they enhance language learning
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/80214 |
Resumo: | This action research study aims to show how chants, raps and songs can enhance language memorisation in an English as a Foreign Language classroom and what contributes to it. During my second practicum period I collected data through questionnaires, worksheets, observation grids, a learning journal and students’ interviews. These tools helped me understand what is behind chants, raps and songs when teaching a foreign language. I learned that my students loved rhythm, rhymes, repetition, gestures, imitation, body language, intonation and that all of these combined were a booster to language memorisation. I observed that there was language appropriation and that children were able to recall chants, raps and songs taught in the class through repetition, gestures and rhythm. Chants, raps and songs also contributed to “maximise language pronunciation, intonation, ear training…” (Brewster, Ellis & Gerard, 2002, p.164). They have beats that contribute to language learning through the repetition of chunks, enhancing memory ability. Teachers may use chants, raps and songs as “warmers, as closers, to introduce new language, to practise language, to revise language (Brewster, Ellis & Gerard, 2002, p.168). Should teachers use these more often they may contribute to the ability to train their students’ memory. |
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Chants, Raps and Songs - How they enhance language learningChantsLanguage memorisationYoung learnersRapsChunksEnglish as a Foreign LanguageLengalengasCançõesDomínio/Área Científica::Ciências Sociais::Outras Ciências SociaisThis action research study aims to show how chants, raps and songs can enhance language memorisation in an English as a Foreign Language classroom and what contributes to it. During my second practicum period I collected data through questionnaires, worksheets, observation grids, a learning journal and students’ interviews. These tools helped me understand what is behind chants, raps and songs when teaching a foreign language. I learned that my students loved rhythm, rhymes, repetition, gestures, imitation, body language, intonation and that all of these combined were a booster to language memorisation. I observed that there was language appropriation and that children were able to recall chants, raps and songs taught in the class through repetition, gestures and rhythm. Chants, raps and songs also contributed to “maximise language pronunciation, intonation, ear training…” (Brewster, Ellis & Gerard, 2002, p.164). They have beats that contribute to language learning through the repetition of chunks, enhancing memory ability. Teachers may use chants, raps and songs as “warmers, as closers, to introduce new language, to practise language, to revise language (Brewster, Ellis & Gerard, 2002, p.168). Should teachers use these more often they may contribute to the ability to train their students’ memory.Este estudo pretende essencialmente mostrar como é que a música, o rap e as lengalengas podem aumentar a capacidade de memória dos alunos. O projeto foi realizado com o intuito de descobrir como é que os aprendentes de inglês memorizam vocabulário e o que contribui para tal. A música, o rap e as lengalengas contêm ritmo. O ritmo, a repetição, os gestos, a linguagem corporal, a entoação atraem as crianças de uma forma natural e contribuem para aumentar a capacidade de memória dos alunos. Contribuem igualmente para maximizar a pronúncia, a entoação e o treino auditivo (Brewster, Ellis & Gerard, 2002, p.164). Os professores podem usá-los para criar rotinas, introduzir vocabulário, praticá-lo e revê-lo (Brewster, Ellis & Gerard, 2002, p.168). Se usarem a música, o rap e as lengalengas com mais frequência contribuirão para o aumento da capacidade de memória dos seus alunos. A recolha de informação para este estudo foi realizada através de questionários, fichas, registos de observação, diário de bordo e entrevistas aos alunos. Esta investigação ajudou-me a perceber o que está envolvido no processo de aprendizagem de uma língua estrangeira através de músicas, raps e lengalengas.Leslie, Carolyn E.Matos, AnaRUNFernandes, Paula Cristina de Mira2020-07-31T00:30:21Z2019-07-312019-05-022019-07-31T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10362/80214TID:202269817enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:35:32Zoai:run.unl.pt:10362/80214Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:35:52.093676Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Chants, Raps and Songs - How they enhance language learning |
title |
Chants, Raps and Songs - How they enhance language learning |
spellingShingle |
Chants, Raps and Songs - How they enhance language learning Fernandes, Paula Cristina de Mira Chants Language memorisation Young learners Raps Chunks English as a Foreign Language Lengalengas Canções Domínio/Área Científica::Ciências Sociais::Outras Ciências Sociais |
title_short |
Chants, Raps and Songs - How they enhance language learning |
title_full |
Chants, Raps and Songs - How they enhance language learning |
title_fullStr |
Chants, Raps and Songs - How they enhance language learning |
title_full_unstemmed |
Chants, Raps and Songs - How they enhance language learning |
title_sort |
Chants, Raps and Songs - How they enhance language learning |
author |
Fernandes, Paula Cristina de Mira |
author_facet |
Fernandes, Paula Cristina de Mira |
author_role |
author |
dc.contributor.none.fl_str_mv |
Leslie, Carolyn E. Matos, Ana RUN |
dc.contributor.author.fl_str_mv |
Fernandes, Paula Cristina de Mira |
dc.subject.por.fl_str_mv |
Chants Language memorisation Young learners Raps Chunks English as a Foreign Language Lengalengas Canções Domínio/Área Científica::Ciências Sociais::Outras Ciências Sociais |
topic |
Chants Language memorisation Young learners Raps Chunks English as a Foreign Language Lengalengas Canções Domínio/Área Científica::Ciências Sociais::Outras Ciências Sociais |
description |
This action research study aims to show how chants, raps and songs can enhance language memorisation in an English as a Foreign Language classroom and what contributes to it. During my second practicum period I collected data through questionnaires, worksheets, observation grids, a learning journal and students’ interviews. These tools helped me understand what is behind chants, raps and songs when teaching a foreign language. I learned that my students loved rhythm, rhymes, repetition, gestures, imitation, body language, intonation and that all of these combined were a booster to language memorisation. I observed that there was language appropriation and that children were able to recall chants, raps and songs taught in the class through repetition, gestures and rhythm. Chants, raps and songs also contributed to “maximise language pronunciation, intonation, ear training…” (Brewster, Ellis & Gerard, 2002, p.164). They have beats that contribute to language learning through the repetition of chunks, enhancing memory ability. Teachers may use chants, raps and songs as “warmers, as closers, to introduce new language, to practise language, to revise language (Brewster, Ellis & Gerard, 2002, p.168). Should teachers use these more often they may contribute to the ability to train their students’ memory. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-07-31 2019-05-02 2019-07-31T00:00:00Z 2020-07-31T00:30:21Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10362/80214 TID:202269817 |
url |
http://hdl.handle.net/10362/80214 |
identifier_str_mv |
TID:202269817 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137979069890560 |