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dc.contributor.creatorGardiner-Hyland, Fiodhna
dc.date.accessioned2017-08-15T10:50:35Z
dc.date.available2017-08-15T10:50:35Z
dc.date.issued2010
dc.identifier.citationHyland, 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, ISBN: 978-9948-8566-1-0, online available: http://www.tesolarabia.co/e-store/020-%e2%80%a2-developing-oral-skills-in-english-theory-and-research/en_US
dc.identifier.isbn978-9948-8566-1-0
dc.identifier.urihttp://hdl.handle.net/10395/2103
dc.description.abstractThe 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.en_US
dc.language.isoengen_US
dc.publisherTESOL Arabiaen_US
dc.subjectmusic second language vocabulary acquisition Shared Readingen_US
dc.titleA Musical Approach to Shared Reading: effects upon English Vocabulary Acquisition in an Arabic Environmenten_US
dc.typePart/ Chapter of booken_US
dc.type.supercollectionmic_published_revieweden_US


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