Table of Content
Title page
Abstract ………………………………………………………………………….…….….1
Chapter 1: introduction
- . Introduction ……………………………………………………….………………….2
1.1. Theoretical Framework…………………………………………………….……………4
- Significance of the study………………………………………….….………….……8
1.3. Purpose of the study………………………………………………………………..….8
1.4. Statement of the Problem………………………………………………….………..…10
1.5. Research Questions of the Study ………….……………………………………….…12
1.6. Hypotheses of the study………………………………………..……………………..13
1.7. Definition of Key Terms …………………………………………………..……..….13
1.8. Summary……………………………………………………………………………….13
Chapter 2: Review of the Literature
2.0 Introduction………………………………………………………………….…….…..15
2.1 Grammar ………………………………………….…………………………………………16
2.1.1. Historical overview of grammar……………………………………………… 16
2.1.2. Different attitudes towards Grammar……………………………………..….18
2.1.3. Grammar in different points of view………………………………………….19
2.2. Nature of the grammar in Relation to Second Language Acquisition Processes…19
2.2.1. Input…………………………..…………………………………..……………20
2.2.2. Intake…………………………………………….…….………….………..…20
2.2.3. Acquisition……………….…………..………………………………………….21
2.2.4. Access…………………………………………………………………..….…..22
2.2.5.output…………………………………………………………………..….……23
2.3 Grammar Teaching………………………………………..……………………………23
2.3.1. Stages of Grammar Teaching………………………………………………………………25
Table of Content
Title page
Abstract ………………………………………………………………………….…….….1
Chapter 1: introduction
- . Introduction ……………………………………………………….………………….2
1.1. Theoretical Framework…………………………………………………….……………4
- Significance of the study………………………………………….….………….……8
1.3. Purpose of the study………………………………………………………………..….8
1.4. Statement of the Problem………………………………………………….………..…10
1.5. Research Questions of the Study ………….……………………………………….…12
1.6. Hypotheses of the study………………………………………..……………………..13
1.7. Definition of Key Terms …………………………………………………..……..….13
1.8. Summary……………………………………………………………………………….13
Chapter 2: Review of the Literature
2.0 Introduction………………………………………………………………….…….…..15
2.1 Grammar ………………………………………….…………………………………………16
2.1.1. Historical overview of grammar……………………………………………… 16
2.1.2. Different attitudes towards Grammar……………………………………..….18
2.1.3. Grammar in different points of view………………………………………….19
2.2. Nature of the grammar in Relation to Second Language Acquisition Processes…19
2.2.1. Input…………………………..…………………………………..……………20
2.2.2. Intake…………………………………………….…….………….………..…20
2.2.3. Acquisition……………….…………..………………………………………….21
2.2.4. Access…………………………………………………………………..….…..22
2.2.5.output…………………………………………………………………..….……23
2.3 Grammar Teaching………………………………………..……………………………23
2.3.1. Stages of Grammar Teaching………………………………………………………………25
2.4. Principles of Grammar Teaching in relation to different rules and approaches…..…27
2.4.1. Some beliefs about explicit grammar…………………………………….……29
2.4.2. A move towards the implicit………………………………………………..…30
2.4.3. Implicit instruction……………………………………..………………….…..30
2.4.3.1. What kind ofknowledge can be learnt implicitly?………………………………30
2.4.3.2. Age and Implicit learning………………………………………….……31
2.4.3.3. Theories of SLA and Implicit learning…………………………………..……32
2.4.3.4. Implicit learning and instructed………………………………………….32
- 4.3.5. Implicit vs. explicit inter-face……………………………………….….34
2.4.3.6. The relationship between explicit and implicit………………………..…….34
2.4.4. Consciousness-Raising in Second Language Learning………..………………35
- The interface position……………………………………………………………….36
- The non-interface position……………………………….……………..………. 38
- The variability position…………………………………………………………….40
2.4.4.1. Consciousness-raising in grammar teaching………………….…….….41
2.4.5. Approaches to teaching Grammar……………………………………….……..44
2.4.6. Form-based and meaning-based instruction……………………………….………45
2.4.6.1. Focus-on-form (FonF) ………………………………………………….…..46
2.4.6.1.1. Focus on Form Tasks and Techniques……………………………………..48
2.4.6.2. Focus-on-forms (FonFS)………………………………………………..…..48
2.4.6.3. Focus on Meaning……………………………………………….……………….49
2.4.7. The role of grammar instruction……………….………………….……………….50
2.4.8. Some gaps in teaching Grammar…………………………………………………..52
2.5. The use of grammatical terminology…………………………………………..…….52
2.5.1. Communicative competence……………………………..…………………….….53
2.5.2. Grammatical competence………………………………………….…..….….…..54
2.5.3. Sociolinguistic competence…………………………………………….……..…..55
2.5.4. Strategic competence………………………………………………….…….……..55
2.6. The role of task-based approach on grammatical accuracy and fluency…………..56
2.7. Nature of songs………………………………………………………………….….57
2.8. Conceptual framework and characteristics of Song………………………………..57
2.9. The Effects of song on Language Acquisition……………………………….…….59
2.10. Studies on using song in language classes……………………………….……….59
2.11. The influence of songs in Foreign Language classes…………………………….60
2.12. Advantages of using songs……………………………………………………….61
2.13. The positive contributions of songs to language learning………………………..61
2.13.1. Socio-emotional growth………………………………………………………..61
2.13.2. Physical development…………………………………………………………..62
2.13.3Cognitive training………………………………………………………………..62
2.13.4. Language learning………………………………………………………………62
2.14. Classification of the song…………………………………………………………..62
2.15. The criteria for selecting songs in language teaching…………………..…………..63
2.16. Stages of listening to the Song………………………………………………….…..65
2.16.1. Pre-listening activities………………………………………..………………..…65
2.16.2. Listening Activities…………………………………………………………………66
2.16.3. Post-listening activities……………………………………………………….…..66
2.17. Practical tips and tasks for using songs……………………………………….……67
2.18. Summary ……………………………………………………………………..……69
Chapter 3: Methodology
3.0. Introduction…………………………………….……………………………………70
3.1. Pilot Study……………………………………………………………………………70
3.2. The Design of the Study………………………………………………….……..……71
3.3. Participants………………………………………………………………………..…72
3.4. Instruments and Materials………………………………………………………….…72
3.4.1. Oxford Placement Test………………………………………………….………72
3.4.2. Grammar tests…………………………………………………………….….….73
3.4.3. Song ……………………………………………………………………….……73
3.4.4. Issues of Reliability and Validity…………………………………….…………73
3.5. Data collection procedure………………………………………………………..…..74
3.6. Methods of Analyzing Data ………………………………………………….………74
3.7. Summary…………………………………………………………………………..….75
Chapter four: Results and discussion
4.0. Introduction……………………………………………………………………..…..76
4.1. pilot study………………………………………………………………………..…..77
4.2. Main study………………………………………………………………………..….77
4.2.1. Evaluation of overall foreign language proficiency (OPT test for the sampling purpose)…………………………………………………………………………….…77
4.2.2. Examining the normality assumption of the parametric tests applied for the research questions……………………………………………………..……..………..79
4.2.3. The first research question: Does using song have any significant effect on lower intermediate EFL learners’ grammar accuracy?…………………………………………………..81
4.2.4. The second research question: Does using song affect female and male EFL learners’ grammar accuracy differently?……………………………………………………………..86
Chapter Five: Discussion
5.0. Introduction ……………………………………………………………………………….88
5.1. Summary and Conclusions……………………………………………………….….88
5.2. Pedagogical Implications……………………………………………..……………..90
5.3. Limitations of the Study……………………………………………………………..91
5.4. Suggestions for Further Research…………………………………………………….92
5.5. Summary……………………………………………………………………….…….…92
Reference …………………………………………………………………………..……93
Appendix ………………………………………………………………………………115
List of Tables
Table 4.1 Reliability Statistics…………………………………………………………….77
Table 4.2 Statistics for the results of OPT test………………………………..………….78
Table 4.3Statistics for the pre-test and post –test scores of the control and experimental groups……………………………………………………………………………………79
Table 4.4One-Sample Kolmogorov-Smirnov Test for the pre-test and post-test scores of the control and experimental groups……………………………………………………..80
Table 4.5Group statistics for the control and experimental groups on grammar pre-test……………………………………………………………………………………….81
Table 4.6Independent Samples Test for the control and experimental groups’ pre-test grammar scores……………………………………………………………………….….82
Table 4.7Group statistics for the control and experimental groups on grammar post-test………………………………………………………………………………………..84
Table 4.8Independent Samples Test for the control and experimental groups’ pre-test grammar scores…………………………………………………………………………..84
Table 4.9Group statistics for the male and female groups on grammar post-test…………………………………………………………………………………….….86
Table 4.10Independent Samples Test for the control and experimental groups’ pre-test grammar scores………………………….……………………………………………….86
List of Figures
Figure 2.1 A Model of Second Language Learning and Use….…………….……………19
Figure 4.1 Experimental and control groups’ scores in grammar accuracy test (pre-test)………………………………………………………………………………..………83
Figure 4.2 Experimental and control groups’ scores in grammar accuracy test (post-test)………………………………………………………………………………..………85
Figure 4.3 The comparison between male and female participants’ grammar scores in post-test………………………………………………………….……….……….………….87
Abstract
The present study investigated the effect of using song on Iranian EFL learners’ grammar accuracy (WH-question). This study tried to determine the extent to which awareness raising along with efficient amount of listening to song affects the grammar accuracy of Iranian Intermediate learners. To answer this question, 60 Intermediate language learners in Sama high school in Lahidjan who were selected via administration of an OPT exam to 130 language learners. Then, they were divided into two groups of 30 participants each, in which 15 male and 15 female have been put. Participants in the experimental group were instructed on a certain plan to gasp the grammatical point by listening to some songs. In this study the focus was on using song in class environment which means grammatical points can better be extracted unconsciously. In the control group no treatment has been done and learners received a normal routine of the semester as they always did. Two validated standardized tests of grammar (pre-test and post-test)were administered to both groups, the papers were assessed carefully .The data retrieved from both groups was analyzed through calculating a t-test. The results indicated that the means of the two groups were significantly different. In another attempt the post-test result of male and female participants in experimental group have been analyzed via running of another round of a t-test, however, no significant difference has been notified between male and female participants.
Key terms: Grammar accuracy; Song; WH-question
Chapter One
Introduction
1.0. Introduction
Teaching a foreign language is so complex that grammar is the most difficult problems of anyone who wishes to teach it systematically. Teaching grammar has always seen one of the controversial issues in both second and foreign language teaching. As Batstone (1994) states, grammar is a greatly broad and diverse phenomenon which characterizes three interdependent dimensions: form, meaning and use. This
2.4. Principles of Grammar Teaching in relation to different rules and approaches…..…27
2.4.1. Some beliefs about explicit grammar…………………………………….……29
2.4.2. A move towards the implicit………………………………………………..…30
2.4.3. Implicit instruction……………………………………..………………….…..30
2.4.3.1. What kind ofknowledge can be learnt implicitly?………………………………30
2.4.3.2. Age and Implicit learning………………………………………….……31
2.4.3.3. Theories of SLA and Implicit learning…………………………………..……32
2.4.3.4. Implicit learning and instructed………………………………………….32
- 4.3.5. Implicit vs. explicit inter-face……………………………………….….34
2.4.3.6. The relationship between explicit and implicit………………………..…….34
2.4.4. Consciousness-Raising in Second Language Learning………..………………35
- The interface position……………………………………………………………….36
- The non-interface position……………………………….……………..………. 38
- The variability position…………………………………………………………….40
2.4.4.1. Consciousness-raising in grammar teaching………………….…….….41
2.4.5. Approaches to teaching Grammar……………………………………….……..44
2.4.6. Form-based and meaning-based instruction……………………………….………45
2.4.6.1. Focus-on-form (FonF) ………………………………………………….…..46
2.4.6.1.1. Focus on Form Tasks and Techniques……………………………………..48
2.4.6.2. Focus-on-forms (FonFS)………………………………………………..…..48
2.4.6.3. Focus on Meaning……………………………………………….……………….49
2.4.7. The role of grammar instruction……………….………………….……………….50
2.4.8. Some gaps in teaching Grammar…………………………………………………..52
2.5. The use of grammatical terminology…………………………………………..…….52
2.5.1. Communicative competence……………………………..…………………….….53
2.5.2. Grammatical competence………………………………………….…..….….…..54
2.5.3. Sociolinguistic competence…………………………………………….……..…..55
2.5.4. Strategic competence………………………………………………….…….……..55
2.6. The role of task-based approach on grammatical accuracy and fluency…………..56
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2.7. Nature of songs………………………………………………………………….….57
2.8. Conceptual framework and characteristics of Song………………………………..57
2.9. The Effects of song on Language Acquisition……………………………….…….59
2.10. Studies on using song in language classes……………………………….……….59
2.11. The influence of songs in Foreign Language classes…………………………….60
2.12. Advantages of using songs……………………………………………………….61
2.13. The positive contributions of songs to language learning………………………..61
2.13.1. Socio-emotional growth………………………………………………………..61
2.13.2. Physical development…………………………………………………………..62
2.13.3Cognitive training………………………………………………………………..62
2.13.4. Language learning………………………………………………………………62
2.14. Classification of the song…………………………………………………………..62
2.15. The criteria for selecting songs in language teaching…………………..…………..63
2.16. Stages of listening to the Song………………………………………………….…..65
2.16.1. Pre-listening activities………………………………………..………………..…65
2.16.2. Listening Activities…………………………………………………………………66
2.16.3. Post-listening activities……………………………………………………….…..66
2.17. Practical tips and tasks for using songs……………………………………….……67
2.18. Summary ……………………………………………………………………..……69
Chapter 3: Methodology
3.0. Introduction…………………………………….……………………………………70
3.1. Pilot Study……………………………………………………………………………70
3.2. The Design of the Study………………………………………………….……..……71
3.3. Participants………………………………………………………………………..…72
3.4. Instruments and Materials………………………………………………………….…72
3.4.1. Oxford Placement Test………………………………………………….………72
3.4.2. Grammar tests…………………………………………………………….….….73
3.4.3. Song ……………………………………………………………………….……73
3.4.4. Issues of Reliability and Validity…………………………………….…………73
3.5. Data collection procedure………………………………………………………..…..74
3.6. Methods of Analyzing Data ………………………………………………….………74
3.7. Summary…………………………………………………………………………..….75
Chapter four: Results and discussion
4.0. Introduction……………………………………………………………………..…..76
4.1. pilot study………………………………………………………………………..…..77
4.2. Main study………………………………………………………………………..….77
4.2.1. Evaluation of overall foreign language proficiency (OPT test for the sampling purpose)…………………………………………………………………………….…77
4.2.2. Examining the normality assumption of the parametric tests applied for the research questions……………………………………………………..……..………..79
4.2.3. The first research question: Does using song have any significant effect on lower intermediate EFL learners’ grammar accuracy?…………………………………………………..81
4.2.4. The second research question: Does using song affect female and male EFL learners’ grammar accuracy differently?……………………………………………………………..86
Chapter Five: Discussion
5.0. Introduction ……………………………………………………………………………….88
5.1. Summary and Conclusions……………………………………………………….….88
5.2. Pedagogical Implications……………………………………………..……………..90
5.3. Limitations of the Study……………………………………………………………..91
5.4. Suggestions for Further Research…………………………………………………….92
5.5. Summary……………………………………………………………………….…….…92
Reference …………………………………………………………………………..……93
Appendix ………………………………………………………………………………115
List of Tables
Table 4.1 Reliability Statistics…………………………………………………………….77
Table 4.2 Statistics for the results of OPT test………………………………..………….78
Table 4.3Statistics for the pre-test and post –test scores of the control and experimental groups……………………………………………………………………………………79
Table 4.4One-Sample Kolmogorov-Smirnov Test for the pre-test and post-test scores of the control and experimental groups……………………………………………………..80
Table 4.5Group statistics for the control and experimental groups on grammar pre-test……………………………………………………………………………………….81
Table 4.6Independent Samples Test for the control and experimental groups’ pre-test grammar scores……………………………………………………………………….….82
Table 4.7Group statistics for the control and experimental groups on grammar post-test………………………………………………………………………………………..84
Table 4.8Independent Samples Test for the control and experimental groups’ pre-test grammar scores…………………………………………………………………………..84
Table 4.9Group statistics for the male and female groups on grammar post-test…………………………………………………………………………………….….86
Table 4.10Independent Samples Test for the control and experimental groups’ pre-test grammar scores………………………….……………………………………………….86
List of Figures
Figure 2.1 A Model of Second Language Learning and Use….…………….……………19
Figure 4.1 Experimental and control groups’ scores in grammar accuracy test (pre-test)………………………………………………………………………………..………83
Figure 4.2 Experimental and control groups’ scores in grammar accuracy test (post-test)………………………………………………………………………………..………85
Figure 4.3 The comparison between male and female participants’ grammar scores in post-test………………………………………………………….……….……….………….87
Abstract
The present study investigated the effect of using song on Iranian EFL learners’ grammar accuracy (WH-question). This study tried to determine the extent to which awareness raising along with efficient amount of listening to song affects the grammar accuracy of Iranian Intermediate learners. To answer this question, 60 Intermediate language learners in Sama high school in Lahidjan who were selected via administration of an OPT exam to 130 language learners. Then, they were divided into two groups of 30 participants each, in which 15 male and 15 female have been put. Participants in the experimental group were instructed on a certain plan to gasp the grammatical point by listening to some songs. In this study the focus was on using song in class environment which means grammatical points can better be extracted unconsciously. In the control group no treatment has been done and learners received a normal routine of the semester as they always did. Two validated standardized tests of grammar (pre-test and post-test)were administered to both groups, the papers were assessed carefully .The data retrieved from both groups was analyzed through calculating a t-test. The results indicated that the means of the two groups were significantly different. In another attempt the post-test result of male and female participants in experimental group have been analyzed via running of another round of a t-test, however, no significant difference has been notified between male and female participants.
Key terms: Grammar accuracy; Song; WH-question
Chapter One
Introduction
1.0. Introduction
Teaching a foreign language is so complex that grammar is the most difficult problems of anyone who wishes to teach it systematically. Teaching grammar has always seen one of the controversial issues in both second and foreign language teaching. As Batstone (1994) states, grammar is a greatly broad and diverse phenomenon which characterizes three interdependent dimensions: form, meaning and use. This
