IN1kCDUC1ICN 1C 1LSL 81S 10S3

kLAkLD 8
AMIkAn 8A2ILAn 8IN1I MD NAnCWI (02SSSS)
SnAIkA AkVLLN 8IN1I nAMILIN (02S271)
Us|ng Mus|c to Lnhance Second Language Acqu|s|t|on Us|ng Mus|c to Lnhance Second Language Acqu|s|t|on
kLAkLD ICk
MADAM 2AILANI IUSCn
urpose Lo help second language learners acqulre vocabulary and
grammar lmprove spelllng and develop Lhe llngulsLlc skllls of readlng
wrlLlng speaklng and llsLenlng
Method uslng muslc ln Lhe classroom
I|nd|ngs
(l) lor mosL sLudenLs slnglng songs and llsLenlng Lo muslc are en[oyable
experlences
(ll) sLudenLs repeaLedly slng songs Lhelr confldence level rlses
Conc|us|ons 1hrough songs sLudenLs are exposed Lo auLhenLlc"
examples of Lhe second language lurLhermore LargeL vocabulary
grammar rouLlnes and paLLerns are modeled ln conLexL
LSL through LSL through
mus|c mus|c
((krashen's krashen's
1heory) 1heory)
INU1 nC1nLSIS INU1 nC1nLSIS
W new and unfamlllar vocabulary ls
acqulred
W lllusLraLlons acLlons phoLos and realla
(comprehenslble lnpuL)
W second language learners hear sLory
songs" LhaL ls sLorles whlch have been
seL Lo muslc vocabulary acqulred
AIILC1IVL IIL1Lk nC1nLSIS AIILC1IVL IIL1Lk nC1nLSIS
W llngulsLlc lnpuL ls recelved from Lhe
envlronmenL depends largely upon Lhe
learner's affecL" LhaL ls hls lnner feellngs
and aLLlLude
W lf sLudenLs are feellng
anxlousunmoLlvaLed lacks of
confldenceLeacher should use a muslc Lo
provlde an envlronmenL whlch evokes
poslLlve emoLlons
W slnglng songs ln unlson produces a sense of
communlLy and lncreases sLudenL
confldence ln Lhe second language