Homework web 2.0

2. MUSIC AS A STRATEGY TO IMPROVE
PRONUNCIATION
AND DEVELOP LISTENING SKILLS
IN EIGHT GRADERS
OF COLSUBSIDIO LAS MERCEDES PUBLIC SCHOOL
Student: Dora Esperanza Molina M.
Advisor: Md. Ferney Cruz Arcila
Universidad De San Buenaventura, sede Bogotá. D.C.
School of Education
Licenciatura En Educaciòn Básica con Énfasis en Lengua Inglesa
Bogotá, D.C
2011

3. Agenda
1. Contextualization of the Project
2. Problematic Situation
3. Research Questions
4. Research AIM
5. Research Objectives
6. Theoretical Support
7. Research Design
8. Findings
9. Main Conclusions
10. Implications

4. 1. Contextualization
Eight graders students of Colsubsidio
Las Mercedes Public School

5. 2. Problematic Situation
• Students showed • and
some difficulties misunderstanding
in pronunciation what the teacher
said.

6. 3.Research Questions
Main Question
What effect does the use of music as a pedagogical strategy have
on young learners’ pronunciation and listening skills?
Related Question
How is the use of music and students’ motivation related
when working on their L2 development
of listening and pronunciation skills?

7. 4.Research AIM
To contribute

8. 5.Objetives
The way To The Students’
Perception
Describe

9. 5.Theoretical Framework
Affective
Filter
Input Self
Monitor
Krashen’s Theory
(1982)
SLA THEORY
LEARNING
STRATEGIES
O'Malley & Chamot Main Question
1990 What effect does the use of music
as a pedagogical strategy TEACHING LISTENING
have on young learners’ AND
pronunciation and listening skills? PRONUNCIATION
Cognitive
Kelly, G. (1969)
Metacognitive Related-Question
How is the use of music and students’ motivation related
when working on their L2 development
of listening and pronunciation skills?
H. Gardner
1983
MOTIVATION MULTIPLE
Douglas Brown INTELLIGENCES
2001

10. 6. Research Design
TIMELINE AND
TYPE OF RESEARCH CONTEXT INSTRUMENTS
COLLETION PROCEDURES
Place: Colegio
Colsubsidio Las
Mercedes Public School
Field Notes
People: Group of 20
teenagers eight graders From
Survey
on A1 proficiency level. August
to
Audio Tapes
QUALITATIVE November
Recording
2010
ACTION RESEARCH
Video Tapes
TEACHING PRACTICUM III
Age: Average 12 to 14 Recording
years old
Final Interview
Students’ artifacts

11. 7.FINDINGS
Enjoying Singing and Memorizing to
classroom listening to improve
activities music; an listening and
increase the effective Pronunciation
Motivation. strategy in EFL. Skills.
C A T E G O R I E S

12. 7.FINDINGS
Enjoying classroom activities increase the Motivation
“….pues me pareció chévere, my divertida, eeh disfruté demasiado las
clases… pues creo que participé a lo máximo…. y…..pero me gusto
demasiado... Mucho.” (FI, S1)
“Considero que de esa manera la clase sería más didáctica y divertida, así
no se volvería monótona y no nos aburriríamos” (S, S5)
“Everybody focused the attention in the firs students who were recorded,
I gave to the first student some rewards because of his good job, when
the song was played, students looked more relaxed. Some of them decide
to sing, while other moved their head or foot. The second time recorded
they were less stressed”. (FN, Pronunciation Exercise, Session No.3
October 1/2010)

13. 7.FINDINGS
Singing and listening to music; an effective strategy in EFL.
• “Yo creo que es
Evidence
Evidence
• “Ummm, todo todo, o
Evidence
• “Si, porque por sea… por ejemplo, en la otra forma
medio de la clase normal que uno distinta de
música se le nos hacen todo el aprender el
desarrollan más mundo es distraído…
los sentidos” (S, habla… juega… y en inglés, gracias
S6) cambio con la música por estar
como que todos ufff allá, dispuesta a
se concentran mucho, o enseñarnos inglés
sea sí les interesa.” (FI, de una forma
S2) distinta como los
es con música.”
(S) (S7)

14. 7.FINDINGS
Memorizing to improve listening and Pronunciation Skills.
Perception
• “Si, porque uno va
aprendiendo escuchando y a
Memorization Repetition la vez va pronunciando.”
(S, S11).
• S: eeeh, digamos eeh… • “Students started to write
cuando uno está cantando after second time to listen
uno se graba las palabras the song. It was necessary • S: Que… entre uno más más
entonces uno ya sabe cómo played the song for many mas escucha, pues uno se
expresarlas o hablarlas. times. (FN, September 04 va grabando digamos
(FI, S4) /2010). cada palabra, por palabra,
o sea, la música le ayuda a
uno a su pronunciación y
escucha. (FI, S2).

15. 8. Main Conclusions
Music is an effective
tool in order to
improve the
pronunciation and
listening skills.
Music helps the students
to enhance their storage
and retriever of
vocabulary
Additionally the music is an
appropriate element to
increasing the motivation in
the learners, as well as gives a
very good classroom
atmosphere.
In the other hand the music as
pedagogical tool, can offer as
the teacher as the students
the one of the most versatile
pedagogical tool.
Students’
perception

16. 9. Pedagogical Implications
It can be
potentiate
skills
Insufficient
Multiple
exploited by
activities
teachers
USE OF
MUSIC
IN EFL The
To be
fondness for
included in
the music in
the syllabus
youngers
Take into
Learning
account the
styles
age