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Medina, Suzanne L.
The Effects of Music upon Second
Language Vocabulary
Acquisition.
90
26p.; Paper presented at the
Annual Meeting of the
Teachers of English to Speakers of
Other Languages
(San Francisco, CA, March 1990).
Reports
Research/Technical (143)
Speeches /Conference Papers (150)
ABSTRACT
A study investigated
the effectiveness of music and
use of story illustrations
on the English vocabulary
acquisition of
children. Subjects were 48 second-graders
of
limited
English
proficiency, divided into four
One group heard a story in its
sung version, and another heard groups.
the oral version
only. A third group
heard the music and simultaneously
viewed pictures of target
vocabulary words. The fourth group heard
the oral version and viewed
the pictures. Results of
pre- and posttests indicate no
statistically
significant differences between groups
having music and not having
music, between having illustrations
and not having them, or for the
interaction of the two variables.
However,
descriptive differences
were found. Vocabulary gain scores
were
consistently
higher for the
groups in which either music or illustrations
were used, and highest
for the group in which both
were used. Implications
for the use of
music in the second language
classroom are discussed, and further
research is recommended. A 40-item
bibliography is included. (MSE)
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MATERIAL HAS BEEN
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(ERIC)."
ABSTRACT
A recent study
L.
VOCABULARY ACQUISITION
During the
any kind.
This in turn
such as illustrations, actions, photos, and realia.
results in what Krashen refers to as "comprehensible input" since
the linguistic input is made comprehensible to the second language
learner. Krashen further posits that the amount of comprehensible
in
the
stories
provide
that a
In the
promote language
tested.
oral stories)?
METHOD
Description and Selection of Subjects
These
materials, contained a sung and spoken version of A Surprise for
Benjamin Bear by J. Nelson (1989).
Testing Instrument
The testing instrument was devised by the investigator
for the
purpose of this study. This instrument
was patterned after that
which was developed and used by Elley
(1989) to measure the amount
of vocabulary acquired from listening to oral
stories.
The vocabulary acquisition measurement instrument
used for
pretests and posttests consisted of a 20-item
multiple-choice paper
and pencil test.
This test was
investigator.
PROCEDURE
Procedure for Assigning Subjects to Treatments
Four equivalent groups were created prior
to administering
treatments by matching subjects on the basis
of vocabulary pretest
scores. Pretest scores belonging to all subjects
were listed from
lowest to highest. The experimenter
identified the first group of
it
followed by preliminary
activities which included meetings with teachers and classroom
visitations which allowed the experimenter the opportunity to
was
establish rapport with the children. Two days later the vocabulary
the illustrations.
shown
contextual information.
ANALYSIS OF DATA
In order to determine the short-term and long-term effects of
music and illustrations, the dependent variable, vocabulary
(1)
treatment period (Posttest 1), and (2) one and a half weeks after
.93 more
four
treatments and the mean vocabulary gain scores which were obtained
As
this figure indicates, the relative order was maintained over time.
Immediately after
Figure
illustrates
the
relationship
10
Figure
(retained).
11
Table 1
Summary of ANOVA Gain 1 Scores
Source
SS
df
MS
M/N M
(Medium)
.09
.09
.49
.49
I/N I
(ES)
.22
.22
1.17
.28
Medium
X IS
.04
.04
.21
.65
Within
Cell
8.27
44
.19
Table 2
Summary of ANOVA Cain 2 Scores
Source
N
(Medium)
SS
df
MS
.12
.12
.38
.54
.34
1.12
.30
.11
.35
.56
44
.31
1/N I
(BS)
.34
Medium
X IS
.11
Within
13.59
Cell
Table 3
Mean Gain 1 Scores
Music
I
No Music
1.50
1.24
Illustration SD
(12)
No
Illustration SD
N
Total
.83
1.33
(12)
1.16
Total
1.00
2.00
(13)
1.25
.73
1.19
(11)
.78
.66
12
Table 4
Mean Cain 2 Scores Belonging to Four Treatment Groups
Music
X
Illustration
SD
N
No
Illustration
SD
N
No Music
Total
1.75
1.81
(12)
1.08
1.80
(13)
1.41
.83
2.33
(12)
.82
1.66
(11)
.82
1.29
.94
Table 5
Mean Gain 1 Scores Belonging to Low Proficiency Subjects
Music
No Music
Total
Illustration
No
Illustration
X
SD
N
2.33
.58
2.00
2.83
(3)
(4)
1.50
1.00
(4)
.33
1.53
(3)
1.91
1.16
SD
N
Total
2.16
.91
Table 6
Mean Gain 2 Scores Belonging to Low Proficiency Subjects
Music
Illustration
No
Illustration
No Music
X
SD
N
3.33
1.15
1.50
1.29
(3)
(4)
X
SD
N
1.75
2.63
(4)
1.00
0.00
Total
2.54
1.25
(3)
Total
2.41
1.37
Figure 1
Relationship Between Treatment and Mean Gain Scores
M NI
NM I
NKN1
2.0
1.9
1.8
1.7
(1.75)
IA I
1.6
1.5
1.4
1.3
1.2
(1.50)
NMI
1.1
(1.08)
(1.00)
1.0
?A NI
.9
.8
.7
.6
.5
.4
.3
.2
(.83)
(.73)
(.83)
(.82)
MA NI
.1
Gain 1
Mean
(Initial)
Gain 2
Mean
(Retained)
Figure 2
Relationship Between Treatment and Mean Gain Scores
in Low Proficiency Subjects
M NI
NM I
NHNI
3.5
3.4
3.3
3.2
(3.33)
3.1
3.0
2.9
2.8
2.7
2.6
2.5
2.4
2.3
2.2
2.1
2.0
1.9
(2.33)
(2.00)
.8
(1.75)
1.7
:1.6
1.5
1.4
1.3
1.2
(1.50)
(1.50)
1.1
(1.00)
1.0
.9
.8
.7
.6
.5
.4
.3
.2
.1
(.33)
Gain 2
Mean
(Retained)
Gain 1
Mean
(Initial)
7
BEST COPY AVAILABLE
14
Table 7
Mean Gain 1 Scores Belonging to High Proficiency Subjects
No Music
Total
1.25
1.25
0.00
.62
(4)
(5)
.5
1.29
.25
.50
(4)
(4)
.87
.12
Music
Illustration
No
Illustration
X
SD
N
I
SD
N
Total
.71
.37
Table 8
Mean Gain 2 Scores Belonging to High Proficiency Subjects
Music
Illustration
SD
N
No
Illustration
SD
N
Total
No Music
0.00
0.00
.82
(4)
.70
Total
0.00
(5)
.50
1.73
(4)
0.00
.25
0.00
.25
1.41
(4)
Figure 3
Relationship Between Treatment and Mean Gain Scores
in High Proficiency Subjects
M NI
NM 1
NMN/
1.5
1.4
1.3
1.2
(1.25)
1.1
1.0
.9
.8
.6
.5
(.50)
(.50)
.4
.3
.2
(.25)
(0)
Gain 1
Mean
(Initial)
(0)
Gain 2
Mean
(Retained)
15
DISCUSSION
effects of Medium & Extralinguistic Support
From the findings of this investigation, several conclusions
could be drawn. As the analyses of variance revealed, statistical
significance was not achieved for the main effect -of Medium
(Music/No Music).
However,
1982; Omaggio,
1979;
Mueller).
Although the interaction between music and illustration was
16
music and illustrations occurred over a 4-day period, yet this may
not have been sufficient time to observe a change in the students'
ability to acquire vocabulary. The outcome of this study may have
been affected by other factors such as degree of cooperation and
17
Still another limitation may have been the nature of the story
This story,
Benjamin Bear, may have had certain characteristics which did not
produce large gains in language acquisition. Elley (1989) found
In their
2'
18
Implications
If music
This finding has definite curricular implications.
is a viable vehicle for second language acquisition to the same
For example,
assuming that this amount of gain did not radically vary, the child
19
23
20
BIBLIOGRAPHY
Anderson, R., Nagy, W., & Herman, P. (1987). Learning word
meanings from context during normal reading. American
Educational Research Journal, al, 237-270.
Borg, W. & Gall, M. (1989).
Longman Inc.
Zducational Research.
New York:
Eller, R., Papps, C., & Brown E. (1988). The lexical development
of Kindergartners: Learning from written context. Journal of
Reading Behavior, 211(1), 5-24.
Elley, W. (1989). Vocabulary acquisition from listening to
stories. Reading Research Quarterly, 2.1(2), 174-187.
Gaston, E., Schneider, E. & R. Unkefer (1968). Introduction. In
E. Gaston (Ed.), Music in Therapy. (pp. 1-4). New York: The
Macmillan Company.
21
Hinkle, D., Wiersma, W., & Jurs, S. (1988). Applied Statistics for
Boston: Houghton Mifflin Company.
the Behavioral Sciences.
Hudson, T. (1982). The effects of induced schemata on the "short
circuit" in L2 reading: Non-decoding factors in L2 reading
performance. Language Learning, 22, 1-31.
Mitchell, M. (1983).
response theme.
Academi.g
25
22
Cleveland:
Illinois: Scott,
Integration of
Serafine, M., Crowder, R. and Repp, B. (1984).
Cognition,
16(3), 285
melody and test in memory for songs.
-303.