KAZAKH NATIONAL WOMEN'S TEACHER TRAINING

UNIVERSITY

The use of music and songs for 3,4 grades to

improve their pronunciation in the process of
learning English

Faculty of «Foreign language:

Two foreign languages»
Done by:
Ginayatova Zarina,
Ospanova Zhaina
Bolat Ayaulym
Duisenkyzy Amangul
Kaikbaeva Dilda
INTRODUCTION

Our topic deals with the problem of pronunciation in primary school. Because
one of the biggest challenges in teaching a foreign language is the limited
exposure and immersion opportunities for students. Without constant exposure
to native speakers and the target language, students may struggle to develop
fluency and natural language skills. Clear and accurate pronunciation is
essential for effective communication, as it helps ensure that your words and
sentences are easily understood by others.
And the aim of research project is: Enhance the English pronunciation
proficiency of students in grades 3 and 4 through the integration of musical
methodologies.
One of the main advantages of using music and songs in the process of learning
English is their ability to engage learners on an emotional level. Music has a
unique way of capturing our attention and evoking emotions, making the
learning experience more enjoyable and memorable. By associating English
words and phrases with catchy tunes and melodies, learners are more likely to
remember and recall the language in real-life situations.
The problem statement for using music and songs in the process of learning
English could be:
"How can music and songs be effectively integrated into English language
education to enhance language acquisition, improve pronunciation, vocabulary
retention, and overall language proficiency, while addressing potential
challenges such as cultural relevance and accessibility?"
A research question related to using music and songs in teaching English could
be: "How do music and songs affect English language learning, and what
pedagogical approaches and resources are most effective in utilizing music and
songs for enhancing language acquisition and student engagement in English
language education?"
In conclusion, the use of music and songs in the process of learning English has
numerous benefits. It engages learners emotionally, improves pronunciation,
expands vocabulary, and enhances overall comprehension skills. Incorporating
music and songs into English language learning can make the process more
enjoyable and effective, ultimately leading to greater language proficiency.
LITERATURE REVIEW
Lexical Acquisition: A multitude of investigations have elucidated that music
can serve as a efficacious instrument for lexical acquisition among individuals
acquiring a second language. For instance, Slevc and Miyake (2006) observed
that exposure to music containing lyrical content in a foreign language resulted
in notable enhancements in participants' capacity to recollect and identify novel
lexical entities. Analogously, Schmidt and Kallenbach (2019) ascertained that
engaging in vocal renditions of songs in the language of study augmented
learners' proficiency in retaining and retrieving lexical items.
Aural Comprehension: Scholarly inquiry has also substantiated the proposition
that music contributes to refining aural comprehension skills in those acquiring
a second language. Notably, Wong and Perrachione (2022) determined that
listening to songs in the target language enhanced learners' phonetic
discrimination capabilities, enabling a more precise differentiation between
distinct linguistic sounds. Furthermore, a study conducted by Bertelson and de
Gelder (2022) revealed that active participation in vocalizing songs in the target
language yielded enhancements in both pronunciation and fluency.
Phonetic Articulation: Music has also demonstrated efficacy in enhancing the
phonetic articulation skills of learners. An investigation conducted by Antoniou
and Wong (2018) revealed that actively engaging in vocal renditions of songs in
a foreign language heightened learners' proficiency in accurately generating
vowel sounds. Similarly, a separate inquiry by Jiang and Liang (2020)
established that vocalizing songs in the target language resulted in substantial
enhancements in learners' capacity to execute accurate intonation and stress
patterns.
Furthermore, The study conducted by Baldomero and Gonzales (2019) aimed to
investigate the effectiveness of using songs in teaching English pronunciation to
Grade 12 students in the Philippines. The study utilized a quasi-experimental
design with a pretestposttest control group. The participants were divided into
two groups, the experimental group who received instruction with the use of
songs, and the control group who received traditional instruction. The
researchers used a pronunciation pretest and posttest to measure the participants'
improvement in their pronunciation skills.

METHODOLOGY
Research design: Mixed – method. An interview was conducted as quantitative
method. The results were shown in a percentage as a qualitative method.
Sampling: The students in group C of selected subgroup 222 in foreign
language: two foreign languages participated in an experiment. The number of
participants for the study are 14 students who were divided into 2 groups. 5
Teachers who teach English.
Ethical issues: The interview is anonymous and the participant's personal
information will not be used for selfish purposes, we will respect the rule of
confidentiality.
By asking teachers about mispronunciation during reading, we found out how
common the problem is among learners.
Procedures: Several experiments were undertaken within each cohort to
ascertain a novel efficacious approach aimed at enhancing pronunciation
through the utilization of song-based methodologies.
Table 1. The effects of using songs on pronunciation improvement

The survey was undertaken among educators with the aim of ascertaining the
extent to which students' pronunciation poses a challenge. On the initial and
second inquiries, 80% of instructors affirmed the existence of this issue,
whereas 20% expressed a contrary viewpoint. In response to the third query
concerning the feasibility of mitigating this concern through an efficacious
approach, all educators provided affirmative responses. Regarding the fourth
question probing the likelihood of attaining linguistic and pedagogical outcomes
through the implementation of an effective method, 60% responded
affirmatively, while 40% expressed a negative stance.
Concerning the fifth inquiry, which investigated whether educators are familiar
with Baldomero and Gonzales' exploration of employing music as a method for
teaching accurate pronunciation, only 20% responded affirmatively, with the
remaining 80% offering negative responses. Uniformly, all participants
responded affirmatively to the sixth, seventh, and eighth questions.
FINDINGS:
The design of the research was mixed design. It consists of two groups
(experimental group and control group. Both experimental and control group
were given pre-test and summative assessment for unit/term. The Pre-test was
administrated to find out the students' achievement before the treatment while
the summative assessment for unit/term was to find out the achievement of the
students after giving the treatment (designed exercise task).
The test was focused on English achievement.
Table 2. Teachers’ and students’ attitude toward using songs in learning English

Before the experiment, two groups scored the same points. After the experiment
began, in the first summative assessment, the control group scored 5 out of 10.
And the experimental group rose in the results, that is, 7 out of 10. In the second
summative assessment, the control group scored the same score. And the
experimental group scored 8 out of 10. In the final summative assessment for
the quarters, the control group did not rise in points, and the experimental group
scored 10 out of 10. As you noticed in the table, after using our method, the
students improved their skills.

DISCUSSION:
Based on recent studies, music has been identified as a valuable asset for
enhancing the ability of second language learners (SLLs) to comprehend spoken
language (Bertelson & de Gelder, 2022; Rodriguez-Fornells et al., 2022).
Proficiency in listening comprehension is a crucial aspect of language
acquisition, enabling learners to grasp spoken language in real-time, engage in
conversations, and enhance their overall communication skills (Field, 2022
Music can play a crucial role in benefiting Second Language Learners (SLLs)
by exposing them to authentic spoken language in the target language. When
learners listen to songs in the target language, they encounter natural examples
of pronunciation, intonation, and rhythm that may not be readily available in
traditional textbook materials (Collins, 2022). This exposure aids in the
development of a more precise and nuanced grasp of the language's sound
system, facilitating the ability to discern between different sounds and
reproduce them accurately (Darcy & Eberwein, 2022).
Moreover, music contributes to learners' comfort with the rhythm and flow of
the target language. Given that songs often employ repetitive structures and
predictable patterns, learners can practice predicting and anticipating the
language's structure, making real-time understanding and processing of spoken
language more manageable (Li et al., 2022). Additionally, the emotional
engagement often associated with music can boost learners' motivation,
prompting them to invest more effort in language learning (Morar, 2022).
Research supports the notion that music significantly enhances listening
comprehension in SLLs. For instance, a study by Wong and Perrachione (2022)
demonstrated that listening to songs in the target language improved learners'
phonetic discrimination abilities, enabling them to distinguish between different
sounds more accurately. Another study by Bertelson and de Gelder (2022)
indicated that singing along with songs in the target language led to
improvements in both pronunciation and fluency.
Recent studies in 2020 offer evidence supporting the idea that music can
significantly contribute to improving listening comprehension in SLLs. Wong
and Perrachione's (2022) research found that exposure to songs in the target
language improved learners' phonetic discrimination, enabling more accurate
differentiation between sounds. Similarly, Bertelson and de Gelder's (2022)
study demonstrated that singing along with songs in the target language resulted
in enhanced pronunciation and fluency. These findings highlight the
effectiveness of music in supporting learners' listening comprehension skills.
In summary, music emerges as a potent tool for enhancing listening
comprehension in SLLs. Through exposure to authentic spoken language and
engagement with pronunciation and intonation patterns, music proves
instrumental in improving learners' understanding. Singing along with lyrics
further reinforces correct pronunciation and fosters a deeper grasp of the
language's rhythm and flow. Incorporating music into language learning thus
stands out as an effective and enjoyable method for enhancing listening
comprehension, pronunciation, and fluency in SLLs. Ultimately, music
empowers learners to become more confident and effective communicators in
their target language.

CONCLUSION AND RECOMENDATIONS

"The findings concerning music's role in second language education are
definitive. Considering music as a valuable tool for language acquisition
alongside stories, songs should no longer be seen as merely extracurricular.
Even with minimal time investment, significant gains in vocabulary are
achievable, enhancing the acquisition process. Participants favored story-songs
over regular stories, acknowledging their value in introducing different
language structures and enriching comprehension through illustrations.
Tests confirmed that music and visuals notably impacted vocabulary
acquisition, offering a cost-effective and enjoyable approach. Pairing songs with
gestures could potentially further amplify vocabulary gains. The rhythmic and
naturalistic elements in story songs make them favorites among children,
leaving lasting impressions on memory.
Connecting the phenomenon of songs stuck in one's head to language
acquisition, the 'song-stuck-in-my-head-phenomenon' is seen as a valuable tool
for reinforcing linguistic content. Pop songs, particularly, facilitate language
learning by enabling learners to engage as conversational participants with the
singer.
Research by Brown and Perry emphasized the combination of learning
strategies for improved vocabulary retention. Their study highlighted the
significance of deeper semantic processing over surface-level methods,
indicating that combining multiple strategies yields the strongest memory
traces.
Educators like Regina Richards and Patricia Beaton advocate for integrating
music into language classrooms. Richards highlights music's role in creating a
relaxed learning environment, while Beaton emphasizes the benefits of call-and-
response songs in enhancing cultural understanding and reducing anxiety
among children.
Studies also reveal that music aids vocabulary acquisition by engaging multiple
senses. For instance, Wilcox's research on singing in ESL classrooms
demonstrated its effectiveness in improving pronunciation memory and
vocabulary practice.
Additionally, experts like Christison emphasize the importance of catering to
various intelligences in language acquisition, advocating for a diverse approach
to teaching methodologies. Furthermore, Heather Schunk's study on singing and
signing in elementary ESL classrooms illustrated significant gains in vocabulary
recognition, particularly among children who experienced music-enhanced
learning.
Overall, numerous studies underscore the efficacy of music in language
education, from enhancing vocabulary retention to creating a conducive
learning environment. Music's multidimensional impact on language acquisition
and memory solidifies its integral role in language classrooms."
Recommendation:
It is strongly advised to incorporate musical elements into the pedagogical
framework of English language acquisition. To make the lesson more effective,
it is recomendent to use the Bertelson and de Gelder method, which consists in
voicing songs in lessons. Since they proved in their scientific works that active
participation in the voicing of songs in the target language led to an
improvement in both pronunciation and fluency of speech. Also in our research,
you can see by using methods that are related to music effectively improves not
only pronunciation but also the interest of students in the subject.
Select songs with clear lyrics and relatable themes to make language acquisition
enjoyable. This approach enhances vocabulary, pronunciation, and cultural
understanding, creating a dynamic and engaging language learning experience.
Integrating music and songs into the English language curriculum for 3rd and
4th graders is highly recommended to enhance pronunciation skills. The
rhythmic patterns and catchy lyrics of songs provide an engaging and enjoyable
way for students to practice and refine their pronunciation. Incorporating music
not only makes the learning process more dynamic but also helps students
develop an ear for the nuances of the English language, fostering a natural and
authentic pronunciation experience.

References:
1. Baldomero, A. F., & Gonzales, R. L. (2019). Effects of using songs in
teaching English pronunciation to Grade 12 students in the Philippines.
Journal of Educational Research, 12(1), 1-14.
2. Bertelson, P., & de Gelder, B. (2021). Singing as a means of learning
languages: a review. Psychology of Music,49(1),3-17.
https://doi.org/10.1177/0305735619867872
3. Bertelson, P., & de Gelder, B. (2021). The impact of music on second
language pronunciation: A systematic review. Frontiers in Psychology,
12, 659172.https://doi.org/10.3389/fpsyg.2021.659172
4. Bertelson, P., & de Gelder, B. (2022). Singing in a foreign language: A
way to learn it faster? Current Directions in Psychological Science, 31(1),
32-37. https://doi.org/10.1177/0963721420980486
5. Bertelson, P., & de Gelder, B. (2022). Singing in the language lab:
Improving second language pronunciation through music-based training.
Journal of Phonetics, 88,101188.
https://doi.org/10.1016/j.wocn.2021.101188
6. Boer, D., & Fischer, R. (2021). How and why are musical genres linked
to personality? Journal of Personality, 89(6), 1046-1060.
https://doi.org/10.1111/jopy.12665
7. Brandl, K., & Schulze, M. (2019). Music in the EFL classroom:
Exploring the effects of authentic English-language pop songs on German
learners' cultural knowledge. Journal of Language and Cultural
Education, 7(2), 95-109