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    A musical approach to shared reading: effects upon English vocabulary acquisition in an Arabic environment

    Citation

    Hyland, F. (2010). A Musical Approach to Shared Reading: effects upon English Vocabulary Acquisition in an Arabic Environment, in ‘Developing Oral Skills in English: Theory, Research and Pedagogy’, Jendli, A., Coombe, C. and Miled, N., pp.193-207, Dubai: TESOL Arabia.
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    Book chapter (1.382Mb)
    Date
    2010
    Author
    Gardiner-Hyland, Fiodhna
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    Hyland, F. (2010). A Musical Approach to Shared Reading: effects upon English Vocabulary Acquisition in an Arabic Environment, in ‘Developing Oral Skills in English: Theory, Research and Pedagogy’, Jendli, A., Coombe, C. and Miled, N., pp.193-207, Dubai: TESOL Arabia.
    Abstract
    The notion of music enhancing language learning is increasingly common in the bilingual classroom. Yet, little is known about the effects of music on second language vocabulary acquisition. This article investigates the potential impact of a musical approach to Shared Reading on the English vocabulary acquisition of bilingual learners. Subjects were one hundred and fifty Grade One Arabic/ English speakers, of mainly Kuwaiti nationality. Six intact classes were divided equally into two groups, Treatment and Contrast. The No-Music group subjects (Contrast) shared stories without the benefit of Music while the Music subjects (Treatment) heard a sung version of the same stories and simultaneously viewed the printed text. Quantitative results indicated statistically significant differences between the groups, having music and not having music. Implications for the use of music in Shared Reading instruction in the second language classroom are discussed and further research is recommended.
    Keywords
    Music
    Second language
    English vocabulary acquisition
    Shared reading
    Arabic environment
    Language (ISO 639-3)
    eng
    Publisher
    TESOL Arabia
    License URI
    http://www.tesolarabia.co/e-store/020-%e2%80%a2-developing-oral-skills-in-english-theory-and-research/
    URI
    http://hdl.handle.net/10395/2103
    ISBN
    9789948856610
    Collections
    • Language and Literacy Education (Peer reviewed publications)

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