臺灣博碩士論文加值系統

第二語言學習的研究者常指出，音樂／歌曲能對學習者產生助益。然而音樂／歌曲與國中學生學習英語之關係的實證研究仍相當缺乏，因此本研究旨在探討英語流行歌曲教學如何促進國中學生的歌詞記憶，以及這些歌曲對虛擬語氣學習之影響。本研究包含為期一個月的實驗，一份問卷，以及研究者在課堂中的觀察記錄，研究對象為三個班共76名九年級生。研究結果顯示英語流行歌曲能夠提高學生的歌詞記憶表現，但無法讓學生自然而然地學會虛擬語氣。總結而言，此研究希望能解釋英語流行歌曲如何協助國中生的英語學習，英語教師也可藉此進一步了解在教室中使用英語流行歌曲的相關資訊。

Researchers of second language learning have often suggested that music/songs would likely facilitate learners’ language learning. However, research which has empirically documented the link between music/songs and young EFL learners’ English learning is scant. Therefore, the aim of the current study attempts to explore how English pop music can facilitate EFL junior high school students’ text recall performance and the learning of past subjunctive mood. This research involved a one-month experiment, a questionnaire, and the researcher’s classroom observation. Three classes of 76 ninth graders participated in the study. The results of this study showed that English pop music could facilitate the participants’ text recall performance but failed to facilitate their learning of the target structure. To conclude, this study may be of importance in explaining how English pop music facilitates EFL junior high school students’ English learning, as well as in providing English teachers with a better understanding of adopting English pop music in their language classrooms.

中文摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
LIST OF FIGURES vi
LIST OF TABLES vii
CHAPTER ONE INTRODUCTION 1
Motivation and Background 1
Rationale and Purpose of the Study 5
Significance of the Study 7
Organization of the Thesis 7
CHAPTER TWO LITERATURE REVIEW 9
Music, Memory, and Language 9
Mnemonic and Memory 9
Music as a Mnemonic Device for Text Recall 11
Transfer Appropriate Processing (TAP), Language Learning, and Pop music teaching 21
Transfer Appropriate Processing and Language Learning 23
The Relationship Between TAP and the Studies on Music as a Mnemonic 25
Pop Music Teaching and Language Learning 27
Major Findings and Limitations 29
Research Questions 29
CHAPTER THREE METHODOLOGY 31
Participants 31
Design of the Study 32
Materials 33
Pop Songs Selected for the Learning Sessions 33
Target Structure 34
Procedures for Data Collection 34
Assessments 36
Pretest 1: The Singing Task 36
Pretest 2: The Target Structure Task 36
Posttest 1: The Text Recall Task 38
Posttest 2: The Final Target Structure Task 38
Data Analysis 39
CHAPTER FOUR RESULTS AND DISCUSSIONS 40
Results of the Text Recall Tasks 40
The Text Recall Tasks: The Posttests 40
Discussions about the Text Recall Tasks 42
An Overall Observation and Reflection 43
Possible Reasons for the Poor Scores in the Second Text Recall Task 47
Certain Concerns about Language Learning in Taiwan 48
Results of the Target Structure Tasks 50
Discussions about the Target Structure Tasks 51
CHAPTER FIVE CONCLUSION53
Summary of the Major Findings 53
Pedagogical Implications 54
Limitations of the Study 55
Suggestions for Future Research 57
REFERENCES 59
APPENDIXES 62
Appendix A Lyrics: Because I Love You 62
Appendix B Lyrics: Tears in Heaven 63
Appendix C Lyrics: One of Us 64
Appendix D Lyrics: If I Were A Boy 65
Appendix E Target Structure Task 1 67
Appendix F Target Structure Task 2 69
Appendix G Target Structure Task 3 71
Appendix H Target Structure Task 4 73
Appendix I The Final Target Structure Task 75
Appendix J Questionnaire 77

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