VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********* NGUYỄN THỊ THUÝ NGA USING SIMPLE ENGLISH SONGS TO PROMOTE CONFIDENCE AND MOTIVATION TOWARD LEARNING ENGLISH FOR PUPILS AT A PRIMARY SCHOOL IN HANOI (Sử dụng các bài hát tiếng Anh đơn giản để thúc đẩy sự tự tin và động lực học tiếng Anh cho học sinh tại trường tiểu học ở Hà Nội) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 HANOI – 2018 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********* NGUYỄN THỊ THUÝ NGA USING SIMPLE ENGLISH SONGS TO PROMOTE CONFIDENCE AND MOTIVATION TOWARD LEARNING ENGLISH FOR PUPILS AT A PRIMARY SCHOOL IN HANOI (Sử dụng các bài hát tiếng Anh đơn giản để thúc đẩy sự tự tin và động lực học tiếng Anh cho học sinh tại trường tiểu học ở Hà Nội) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231. Hồ Ngọc Trung HANOI - 2018 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I, the undersigned, declare that this thesis is the result of my own researcher and has not been submitted to any other university or institution partially or wholly.
Except where the reference is indicated, no other person’s work has been used without acknowledgement in text of the thesis. Student, Nguyễn Thị Thúy Nga Approved by Supervisor Assoc. Hồ Ngọc Trung iii TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people. First and foremost, I would like to send my sincere thanks to my supervisors, Assoc.
Hồ Ngọc Trung for his enthusiastic guidance, insightful comments, and valuable support throughout my research. He consistently allowed this paper to be my own work, but steered me in the right the direction whenever I thought I needed it. I also would like to thank all of the lecturers of the Faculty of Post- Graduate Studies, Vietnam National University, Ha Noi for their useful lectures and materials which are of great value to my thesis. I would like to extend my special thanks to all of my colleagues and the students at Phuong Canh Primary School for their useful support.
Finally, I must express my very profound gratitude to my family for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis. This accomplishment would not have been possible without them. iv TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Table 3.1: Demographic gender distribution .2: Contents of songs .1: The score of the Pre-test .2: The syllabus of action .3: The score of the Post-test .4: Pre-test and post-test scores .5: The mean scores of the items about language acquisition .6: T- test of gender difference in language acquisition .7: Gender difference about Item 15 .8: The mean scores of the items about learning motivation .9: T- test of gender difference in learning motivation. 41 v TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT The aim of this study is to look at the importance of using songs within the English classroom.
This study can determine if using songs within the English classroom can promote language acquisition, and if using songs within the room can encourage the kids to learn a foreign language. The study was conducted at Phuong Canh Primary School in Hanoi, with one hundred and thirty-one students of grade three participating in the study. The participants were examined through a pre-test, a post-test, a questionnaire and through classroom observations and field notes. The pre-test and post-test were designed and developed in step with the choice of songs that had been chosen to show vocabulary, structure and practice listening skill by the investigator.
The instruments were analyzed using the statistical package (SPSS 20. The results of the pre-test confirmed that the students had not acquired the target vocabulary, structure beforehand. The post-test results confirmed the rise of scores thus confirming language acquisition of the target vocabulary and structure that were taught using the choice of songs. The results of the questionnaire discovered that once songs were wont to teach the target vocabulary in the English language classroom the students were motivated towards the lesson.
The results of the classroom observations and field notes showed that once songs are integrated into the foreign language room they promote the students’ confidence in learning the English language and also their native language, that is Vietnamese. Keywords: songs, confidence, motivation, foreign language learning. vi TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION. iv LIST OF TABLES.
vi TABLE OF CONTENTS. vii CHAPTER 1: INTRODUCTION .2 Aims and objectives of the study .4 Scope of the study .5 Significance of the study .7 Structure of the thesis. 4 CHAPTER 2: LITERATURE REVIEW .1 Songs in learning language .1 Definition of song .2 Using songs in foreign language acquisition.3 Advantages of using songs in teaching and learning language .4 Strategies with songs and music on language acquisition .1 Definition of motivation .2 Motivation in language learning.3 Roles of motivation in language learning .4 Strategies for motivating students in the classroom .1 Definition of confidence. 17 vii TIEU LUAN MOI download : skknchat@gmail.2 The Importance of students’ confidence in language learning .1 Restatement of the objectives and research questions .4 The setting of the study .5 Participants of the study .2 Pre-test and Post-test .4 Classroom Observations and Field Notes.8 Method of Data Analysis.
31 CHAPTER 4: DATA ANALYSIS AND DISCUSSION .1 Analysis of the Pre-test .2 Analysis of the Action Process .3 The Analysis of the Questionnaires .4 Analysis of the Classroom observation and field notes findings .1 To what extent does the use of songs influence language acquisition?. 44 viii TIEU LUAN MOI download : skknchat@gmail.2 To what extent do songs affect students’ motivation when learning English? .3 Does the use of songs promote confidence toward learning English for students? .3 Suggestions for further studies. VI Appendix A: Questionnaire. VI Appendix B: VIIQuestionnaire (Vietnamese Translation).
VII Appendix C: Pre-test & Post-test. IX Appendix D: The Sample of lesson plan. XI Appendix E: Sample of Student’s Pre-test. XV Appendix F: Sample of Student’s Post-test.
XVII Appendix G: Sample of Student’s questionnaire. XIX Appendix H: Checklist for teacher’s observation. XX Appendix I: Song lyrics. XXI ix TIEU LUAN MOI download : skknchat@gmail.com CHAPTER 1: INTRODUCTION 1.
Rationale In today’s global world, the importance of English cannot be denied and ignored since English is the most common language spoken everywhere. With the help of developing technology, English has been playing a major role in many sectors including medicine, engineering, and education, in my opinion, is the most important arena where English is needed. Particularly, as a developing country, Vietnam needs to make use of this world wide spoken language in order to improve its international power. In many public school’s teachers cannot rely on good resources for teaching and it is a barrier that in most cases does not let students learn English in an interactive and pleasant way.
For this reason, searching for better methodologies to instruct this subject and helping students enhance their English is important. One of the major weaknesses of my students is the lack of confidence to talk. On the other hand, students do not acquire a second language the same way that they acquire their first language. They do not have a real interaction with that language in their day-to-day lives or the possibility to practice it outside of the classroom and that makes the acquisition even more difficult.
Using simple English songs seems to be one of the useful solutions to promote confidence and motivation toward learning English for pupils at Phuong Canh Primary School, Nam Tu Liem District in Hanoi, Vietnam. The students often find problem with learning English when they speak, read, listen and write to English. Aims and objectives of the study This study is aimed at implementing songs as a resource to develop communicative abilities properly in a foreign language, providing students 1 TIEU LUAN MOI download : skknchat@gmail.com with the opportunity to talk with confidence and giving teachers the chance to teach English in a fun way. In order to achieve the aim, the thesis is expected to fulfill the following objectives: Investigating the extent to which songs influence language acquisition; Exploring the extent to which songs affect students’ motivation when learning English; Examining whether the use of songs in the English language classroom promotes confidence for students.
Research Questions For the above objectives, the following research questions are addressed: 1. To what extent does the use of songs influence language acquisition? 2. To what extent do songs affect students’ motivation when learning English? 3. Does the use of songs promote confidence toward learning English for students? 1.4 Scope of the study The study was to investigate whether using simple English songs in the language classroom increased primary students’ language acquisition, affected their motivation when using the language and promoted their confidence of the target language.
The research was conducted at Phuong Canh Primary School which is located in Nam Tu Liem District in Hanoi. In total one hundred and thirty-one primary participants participated in the study. All of the students are in the third grade. They were from three classes, named 2 TIEU LUAN MOI download : skknchat@gmail.com as Class A, Class B and Class C.
The research instruments include a Pre-test, a Post-test, a questionnaire, classroom observations and field notes employed to provide the relevant information.5 Significance of the study The findings of the study contribute to the development of existing theories about effects of using songs in teaching foreign languages. Through listening to and performing songs, students are introduced to grammar, diction, idioms and dialects that increase comprehension and widen their understanding of how English is used. Using songs in teaching English, especially as a second language to non-native speakers, is a great way to create a friendly, comfortable atmosphere for students to learn. The result of this study affirmed once more that music underlies language acquisition.
Music can be used to stimulate language acquisition. All elements of music can be exploited to elicit ideas in writing. The context, lyrics and rhythm furnished in the songs can stimulate learners’ imagination. These factors are recommended due to the fact writing itself is an act of imagination.
Using songs in the classroom has both linguistic and cognitive value for strengthening English language acquisition. So, the use of songs in the language classrooms can help to strengthen the language acquisition of the primary children. Additionally, oral language is an interactive and social process, and music is a natural way for children to journey rich language in a pleasurable way. Music has always been a way for young students to remember stories and research about the world around them.
Using songs as a stimulus can impact one's thoughts and make information easier to remember. Music also creates an environment that is conducive to learning. Songs can supply the 3 TIEU LUAN MOI download : skknchat@gmail.com students with a motivational, exciting environment and can also make the primary students feel confident when using the language. Practically, the findings may provide useful guidelines for the teachers in Phuong Canh Primary School in developing English materials as well as better improving English teaching and learning quality.
The results of the study might lead to measures in solving the students’ language learning problem as revealed in their response, which may assist these students to achieve an adequate level of English.6 Research method To achieve the objectives, this study used both qualitative and quantitative methods. Qualitative research is particularly concerned in how things arise and principally in the perspectives of the subjects of a study (Fraenkel & Wallen, 2009: 435).