Teachers'' perception of English song in teaching pronuncition at some primary school in Hue city''

BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ
----------

NGUYEN THI DUNG

NHỮNG CẢM NHẬN CỦA GIÁO VIÊN
VỀ VIỆC SỬ DỤNG BÀI HÁT TIẾNG ANH
TRONG DẠY PHÁT ÂM
TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HUẾ

LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP
DẠY HỌC BỘ MÔN TIẾNG ANH
MÃ SỐ:

NGƯỜI HƯỚNG DẪN KHOA HỌC :

HUẾ-2016

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STATEMENT OF AUTHORSIP
I hereby acknowledge that this study is mine. The data and fidings discussed
in the thesis are true, use with permission from associates and have not been
published elsewhere.

Author
NGUYEN THI DUNG

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ABSTRACT

This thesis aims to investigate the use of English songs to teach
pronunciation at some primary school in Hue city. It attempts to explore teachers'
perception of employing songs in teaching pronunciation; the reality of using
English songs in teaching pronunciation at some primary schools, and then
researchers offer some suggestions to enhence pronunciation teaching skills through
songs.
The subject of this study is 50 teachers who are teaching general English at
some primary schools in Hue city; namely viet ten truong The data are collected
mainly through questionnaires and interviews, and then analyzed according to
statistical frequency and.................
The results from the study show that most English teacher investigated were
fully aware of the importance of using English songs to teach pronunciation.
However, in reality not all teachers have used songs to teach pronunciation and not
all songs used were successful. Besides,

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TABLE OF CONTENTS
Contents
Pages
SUB COVER PAGE 1
SUB COVER PAGE 2
STATEMENT OF AUTHORSHIP.........................................i
ABSTRACT...........................................................................ii

ACKNOWLEDGEMENTS...................................................iii
TABLE OF CONTENTS.......................................................iv
LIST OF TABLES..................................................................v
LIST OF FIGURES................................................................
CHAPTER 1: INTRODUCTION................................................1
1.1. Retionale.............................................................................1
1.2. Aims and objectives of the study..........................................
1.3. Singificance of the study........................................................
1.4. Scop of study.........................................................................
1.5. Organization....................................................................
CHAPTER 2: LITERATURE REVIEW
2.1. An overview of English pronunciation.................................................
2.2. Pronunciation..................................................................................
2.2.1. The definition of pronunciation
2.2.2. The areas of pronunciation
2.2.3. Why teach pronunciation ?
2.2.4. Approaches to the teaching pronunciation
2.2.5. Factors affecting teaching English pronunciation
2.3. An overview of songs in teaching language
2.4. Songs' characteristics
2.4.1. Motivation
2.4.2. Memorable characteristics
2.4.3. Variety of new words
2.4.4. Pronunciation
2.4.5. New grammar structures
2.4.6. Cultural aspects

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2.5. Young learners in acquiring a foreign language through songs
2.5.1. Definition of young learners
2.5.2. Characteristics of young learners in acquiring pronunciation through
songs
2.5.3. Techniques and activities for teaching pronunciation
2.5.4. Balance of productive and receptive skills
2.6. The benefits of using songs to teach pronunciation for learners in
Vietnamese
context...........................................................................................................................
2.7. Some difficulties of using songs to teach pronunciation for young
learners...............
2.8. Previous...................................................................................
2.8.1. In the world.................................................................................
2.8.2. In Vietnam...................................................................................
2.9. Summary.....................................................................................................
CHAPTER 3: METHODOLOGY.............................................
3.1. Research design......................................................................
3.2. Research sites..........................................................................................
3.3. Participants............................................................................................
3.4. Intruments.........................................................................................
3.4.1. Questionnaires...........................................................................
3.4.2. Interviews.................................................................................
3.5. Data collection procedure..................................................................
3.5.1. Preparation...............................................................................
3.5.2. Implementation.............................................................................
3.6. Data analysis........................................................................................
3.7. Summary..............................................................................................
CHAPTER 4: FINDINGS AND DISCUSSION..........................................
4.1. Data analysis from teachers.................................................................
4.1.1. The reliability of the questionnaire............................................

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4.1.2. The mean score of the questionnaires for teachers.....................
4.2. Results from interviews
4.2.1. Teachers' perceptions of teaching pronunciation and using English
songs in teaching pronunciation.................................................................................
4.2.2. How English songs have been used in teaching
pronuncition?....................
4.2.3. Difficulties in designing and using English songs to teach
pronunciation...............................................................................................................
4.2.4. Some solutions to

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CHAPTER I: INTRODUCTION

1.1. Background of the study
In the era of information explosion, integration and globalization, the
demand for learning English and using it as a language if international
communication has been dramatically increasing. As Graddol (2006, p.10)
observed: ''Despite the extraordinary changes of the last few years, one thing
appears to remain the same. More people than ever want to learn English...English
learners are increasing in number and decreasing in age...We have been used to the
idea of English growing in the popularity across the World. Far from being news, it
has become one of the few enduring facts of global modern life''.
Vietnam is not an exception. After joining in ASEAN (Association of SouthEast Asian Nations), and especially WTO ( World Trade Organization), English
plays an important role for Vietnamese people. It has been brought into Vietnam

schools as a compulsory subject and taught for students since the early age that will
be better if it starts as early as possible. Therefore, on August 17, 2010, the Ministry
of Education and Training of Vietnam made Decision 4919/BGDDT-GDTH about
the directions for school year 2010-2011 applying for primary education. According
to this latest regulation, all primary schools in Vietnam will start teaching an
optional language from the grade three with at laest two periods per week.
However, teaching English, especially teaching pronunciation for
children at primary schools has caused many difficulties for teachers. Students are
too young to have enough perception to acquire a second language or a foreign
language easily. Therefore, beside alternative methods, teachers always try their
best to find out the suitable and effective ones for their young learners. For this
reason, using English songs to teach pronunciation for young learners can be seen
as the most effective pedagogical tool. Teaching English as a second or a foreign
language has been changing around the world. Presently, teaching English does not
stop at teaching students how to read and write and the focus of teaching has been

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promoting oral skills in order to respond to the students' needs for effective
communication. Aside with speaking skill, pronuciation is viewed as an impotant
part to help learners improve these skills and enhance students' communicative
ability. Harmer (2007, p. 248) states that “Pronunciation teaching not only makes
students aware of different sounds and sound features (and what these mean), but
can also improve their speaking immeasurably”. When students hear sounds
properly, they can utter the sounds effectively. Harmer affirms the close relationship
between pronunciation and listening. They help one another in the combination with
students' communicative ability.
In terms of learner groups, teaching English for children at primary schools
has proved a real challenge for teachers because students are too young to have

enough perception for a second language or a foreign language acquisition.
Therefore, beside alternative methods, teachers always try their best to find out the
suitable and effective ones for their young learners. For this reason, using English
songs to teach pronunciation for young learners can be seen as the most effective
pedagogical tool. As Moon suggested, training in teaching methodology for children
is necessary. Ministry of Education and Training (MOET) should include diverse
communacative language teaching methods in training for teachers and
encouragement of teachers to use variety of hands- on activities, such as games,
songs, chants, and art ( cited Nguyen, 2007, p.171). By exposing learners'
communication through form of songs, which not only motivates learners' interest
in learning, but also creates pratical context for them to communicate. Among the
main techniques, it can be seen again that the importance of songs in the recent
teaching methods is paid much attention to by the researcher.
Furthermore, Murphey (1992) exclaimed that songs can help young
learners improve their listening skills and pronunciation. Therefore, it helps them
improve their speaking skills. Songs can also be useful tools in learning of
vocabulary, sentence structures, and sentence patterns, not to mention their
reflectivity of mother tongue culture. Perhaps the greatest benefit of using songs in
the classroom is that they can be fun. Plesure for its own sake is an important part of

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learning a language, something which is often overlooked by teachers, and songs
can add interest to the classroom routine and potentially improve students'
motivation. And Lynch (2005, p.1) also stated the rationale of using songs for
teaching in his article: ''Songs containing authentic language, are easily obtainable,
provide vocabulary, grammar, and cultural aspects and are fun for students. They
can provide with valuable speaking, listening and language practice in and out of
classroom''.

Beside the traditional methods, teachers always try their best to find
out suitable and effective alternatives for their young learners. Using various
activities in teaching pronunciation to motivate students is a need and one of the
solutions is using English songs as it has been seen to be the most effective
pedagogical tool (Moon, 2005).
Murphey (1992) exclaimed that songs can help young learners improve their
listening skills and pronunciation. Therefore, it helps them improve their speaking
skills. Songs can also be useful tools in learning of vocabulary, sentence structures,
and sentence patterns, not to mention their reflectivity of mother tongue culture.
Perhaps the greatest benefit of using songs in the classroom is that they can be fun.
Pleasure for its own sake is an important part of learning a language, something
which is often overlooked by teachers, and songs can add interest to the classroom
routine and potentially improve students' motivation.
Apart from common problems which might seriously hamper the process of
communication such as the shortage of necessary vocabulary and a poor knowledge
of grammar rule, bad pronunciation is also one of the main causes of one's failure.
Despite the important role of good pronunciation in learning English, students are
either ignorant of the needed pronunciation rules or do not pay enough attention to
this problem. In the Vietnamese context, most of students fail to perceive the
importance of English ending sounds, ending up in pronouncing them inaccurately
in their speech. For Vietnamese primary students, their errors in pronouncing ending
sounds and stress are probably caused by the differences in the pronunciation
mechanism of English from the Vietnamese language.

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Actually, the studies on using songs to teach pronunciation are abundant (e.g,
Hancock, M., 2007; Moon, J., 2005; Emi, Y., 2009; Gerald, K., 2003; Hans, M.,
2009; Jolly, Y., 1975). In the Vietnamese context, there are some relating studies on

this field (Nguyen, 1998; Nguyen, D.N.H., 2007; Nguyen, T.T., 2006 ). However, it
seems that those studies mainly focus on the use of songs in teaching pronunciation
for students at secondary schools, high schools, university, and adult learners. There
has been little research on the current situation of using songs in teaching
pronunciation to primary children. Therefore, this topic would make an important
and interested research for researchers.
That is the reason why I choose '' Teachers' perception of English song in
teaching pronuncition at some primary school in Hue city'' as my topic.
1.2. Aims and objectives of the study
This study is expected to find out the attitudes of both teachers and students
to using English songs in teaching and learning pronunciation, specifically English
sounds. Secondly, the study aims at answering the question of whether English
songs have been exploited to teach English sounds at some primary school in HUE
city. If yes, a closer look would be taken at the way there are used and the effects of
this application. In addition, subsequently some pedagogical techniques would be
detected for further exploitation of songs in the same context. In brief, these
objectives could be summarized into the following research questions:
1.What are teachers' perceptions of using English songs in teaching
pronunciation at primary schools in Hue city?
2. How are the songs being used to teach pronunciation at primary schools in
the curent situation?
3. What are the posisible suggestions from teachers to make full use of
English songs to teach pronunciation at primary schools in Hue city?
1.3. Sigificance of the study
With the sole purpose of improving the effectiveness of teaching
pronunciation, this study is expected to be helpful to teaching English

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pronunciation. The study aims to investigate the curent situation as well as the
impact of using English songs in teaching and learning pronunciation. Besides, the
study also provides teachers with some effective techniques to exploit English songs
in teaching pronunciation.
1.4. Scope of the study
In this study, the researcher does not have ambition to cover all the aspects
of using English songs to teach pronunciation in English class, only focus on
teaching students to properly pronounce English sounds.
1.5. Organization
This thesis consists 5 chapters:
Chapter I: Introduction- Presents the bacground, the rational, the aims, the
research questions, the scopes, and the significance, the structure of the thesis.
Chapter II: Literature Review- Presents previous studies related to the
topic in the World and Vietnam, the relevant background theories of using songs to
teach pronunciation as well as researcher's points of view on the examined issue.
Chapter III: Research Methodology- Points out the information related to
the methods used in the research such as methodology, participants, and procedures
of the research and data collection.
Chapter IV: Findings and Discussion- Includes the analysis of data
collected during research and presents the reality of using songs to teach
pronunciation at some primary schools in Hue city.
Chapter V: Conclusion- Summarizes the result of the study. It also includes
that using songs to teach pronunciation takes a lot of effects. However, it also meets
some difficulties and then given the suggestions to solve the problems in the study.

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CHAPTER II
LITERATURE REVIEW

2.1. An overview of English pronunciation
The primary emphasis of this paper is teaching English sounds, hence the
researcher would like to focus on the theoretical framework about English sounds,
into which the problems fit.
2.2. Pronunciation
2.2.1. The definitions of pronunciation
Simply defined, pronunciation is " the wayin which a language is spoken"
(Oxford Advanced Learner's Encyclopedic, 1997, p. 1164 ).
Linguists have different views on this concept. In terms of articulation,
Jones, D. (1998) proposes that pronunciation involves the production and
perception of segmental (sounds), both alone and in the stream of speech, where
they undergo number of modifications and interact with suprasegmental (prosodic)
features, particularly stress and intonation. In the same manner, Underhill (2010)
sees pronunciation as “the physical aspect of language and needs teaching as a
(subtle) physical discipline involving the muscles of articulation especially in throat
and mouth''. In this definition, Underhill confirms the intergral role of pronunciation
as a “physical aspect” and the necessity of teaching the muscles of articulation in
throat and mouth.

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Christiane Daton and Barbara Seidlhofer (1994), on the other hand, define
pronunciation in more details as the production of significant sound in two sences.
In the first sence, pronunciation is seen as the production and reception of sounds of
speech. In the second sence, pronunciation is reference to acts of speaking. They
explain that sound is significant because it is used as part of a code of particular
language, and it is used to achieve meaning in contexts of use.
Hewings (2004) gives another definition of pronunciation by introducing “...
some of the main components of speech which together combine to form the

pronunciation of a language. These components range from the individual sounds
that make up speech to the way in which pitch,the rise and fall of the voice, is used
to convey meaning. The particular characteristics of English pronunciation are
highlighted, together with the important differences between English and other
languages”. Hewings' definition focuses on the two main components of
pronunciation: the segmental one including stress, rhythm and intonation which
convey meaning and the combination of these two main components makes the
meaning of pronunciation.
Therefore, pronunciation is an inevitble component in developing listening
and speaking skills. There is no doubt that all learners, teachers or even
methodologists recognize the importance of pronunciation and how to teach and
what to teach in an effective way as any other aspects of language teaching.
According to Underhill (2010) ''Pronunciation is the physical aspect of
language and needs teaching as a (subtle) physical discipline involving the muscles
of articulation especially in throat and mouth''. In this definition, Underhill confirms
the integral role of pronunciation as a ''physical aspect'' and the necessity of
teaching the muscles of articulation in throat and mouth.
Most of the difinitions give out the components and the roles of
pronunciation in language teaching and learning. The necessity to teach
pronunciation has also found in certain studies.
2.2.2. The areas of pronunciation

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The areas of pronunciation are divided into two groups: the segmental
elements including sounds (consonants and vowels) and the suprasemental ones
including stress, intonation ang rhythm. When we speak, these elements combine
with each other. Therefore, these elements are seen as the integral parts of spoken
language.

Stress refers to the prominence give to certain syllables within words, and to
certain syllables or words within utterances. It is signaled by volume, force,pitch
change and syllable length (Yates, 2002). According to Hancock (1995), words that
look very similar in two languages actually have stress in a different place, making
them sound quite different. The position of words' stress can change in the context
of speech under the influence of surrounding words. Stress may also move in words
when suffxes are added.
Intonation is the area which is closely connected with stress. It is the pattern
of prominence and tone in speach. These can compare to rhythm and melody in
music. Intonation is used to convey extra meaning in speech beyond the meaning of
the words (Hancock, 1995).
Rhythm is the way a language sounds as a result of the pattern of stressed
and unstressed syllables in speech. Rhythm is diffirent between languages and
contributes to the characteristic sounds of different languages.
A sound is a phoneme. Sounds compose of consonants and vowels. The
sounds do not make any meaning when they stand separately. But when appearing
together in a certain order they make up the word and that word means something
on the earth. All words are made up of sounds and speakers of a language need to
know the system of the sounds so that they can understand what it said and be
understood in their turn (Harmer, 1991).
Yates (2002) pointed out that “Traditional approaches to pronunciation have
often focused on segmental aspects largely because these relate in some way to
letters in writing, and are therefore the easiest to notice and word on. More recent
approaches to pronunciation, however, have suggested that suprasegmental aspects

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of pronunciation may have the most effect on intelligibility for some speakers”.
Actually, learners usually benefit from attention to both aspects. That's the reason

why combining these aspects in teaching is necessary in teaching pronunciation.
2.2.3. Why teach pronunciation?
In the communicative approach, since the primary purpose of language is
communication, using language to communicate should be central in all classroom
language instructions. From the past to the present, many researchers have proved
the importance of teaching pronunciation. In this light, Morley (1991) confirms that
pronunciation must be viewed as more than correct production of phonemes, as
grammar, syntax, and discourse. With the emphasis on meaningful communication
he thinks that “Intelligible pronunciation is an essential component of
communication competence”. Therefore, teachers should include pronunciation in
their courses and expect students to do well. Without adequate pronunciation skills
learner's ability to communicate is severely limited. So, the question is at what level
second language learners should start learning pronunciation. According to
Scarcella and Oxford (1994) “Pronunciation should be taught in all second language
classes through a variety of activities”. They have confirmed the necessity of
teaching pronunciation for second language classes. Furthermore, teachers should
use a variety of activities in their teaching. Thus, varying the activities and making
their lessons more interesting is to help the learners learn pronunciation more
effectively.
Helen Fraser (1999) supports Morley (1991)'s view by giving the role of
pronunciation in communication. She approves that '' on the one hand, confidence
with pronunciation allows learners the interaction with native speakers that is so
essential for all aspects of their linguistic development. On the other hand, poor
pronunciation can make otherwise good language skills, condemning learners to
less than their deserved social, academic and work advancement''. Helen points out
the two different results of good and bad pronunciation to see that pronunciation can
help students gain the successful communication. From that, she expresses her point
of view on the important role of teaching language pronunciation.

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Harmer (2001: 183) also argues convincingly that pronunciation teaching
helps students not only to become aware of different sounds and sound features, but
also to improve their speaking immeasurably. He claims that '' concentrating on
sounds, showing where they are made in the mouth, making students aware of
where words should be stressed- all these things give them extra information about
spoken English and help them achieve the goal of improved comprehension and
intelligibility''.
In addition, Gilbert (2005. p8) agrees that “There are two fundamental
reasons to teach pronunciation. First of all, students need to understand, and,
socondly, they need to be understood. If they are not able to understand spoken
English well, or if they cannot be understood easily, they are cut off from the
language, except in its written form”. For him, learning pronunciation helps
students understand what they will speak and help listeners understand what they
are listening. Thus, teaching pronunciation is part which cannot be ignored in
teaching foreign language.
While learning pronunciation, students may meet some difficulties. Kelly
(2000) points out two things. First, students always have problem with pronuncing
English and using suprasegmental elements as stress, intonation and rhythm of
utterance. The second reason addresses the effects of these errors on successful
communication. The errors led to a problem of reception or comprehension of the
meaning of function of an utterance. Obviously, Kelly's view shows that teaching
pronunciation aims at helping students avoid making errors in pronuncing words
and stress, intoration, and rhythm. Hewings (2004) has supported more for Kelly
(2000)'s view by showing that ''Difficulties with pronunciation might mean that
students fail to get their message across, even when the correct are being used, or
they might fail to understand what is said to them. Potentially even more confusing
is the possibility that what students say might be understood to mean something
they didn't intend.'' He also asserts ''Pronunciation is something students often feel

is important to them in their learning. Most want their pronunciation to be easily
understandable and are often preparing to work hard to achieve this''. Through

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learning pronunciation, students will overcome the problem of wrong understanding
about language utterance.
From the above points of view, it is clearly seen that teaching pronunciation
for second language students is necessary. It not only helps students in language
acquisition but also makes them more confident in using the foreign language to
communicate.
2.2.4. Approaches to the teaching pronunciation
Through the past decades, the pronunciation teaching has been changed in
the different approaches. According to Celce-Murcia, Brinton and Goodwin (1996),
there are two general approaches to the teaching of pronunciation: an intuitiveimitative approach and an analytic-linguistic approach. The intuitive-imitative
approach depends on the learner's ability to listen to and imitate the rhythms and
sounds of the target language without the intervention of any explicit information;
and presupposes the availability, validity, and reliability of good models to listen to.
An analytic-linguitic approach utilizes information and tools such as a phonetic
alphabet, articulatory descriptions, charts of the vocal apparatus, contrastive
information, and other aids to supplement listening, imitation, and production. This
approach explicitly informs the learner of and focuses attention on the sounds and
rhythm of the target language. It was developed to complement rather than to
replace the intuitive-imitative approach, which was typically retained as the practice
phase used in tandem with the phonetic information.
Yates (2002) has given a different classification of pronunciation approaches.
He confirms that ''Pronunciation can be approached from the top-down (that is,
starding with attention to larger chunks of language) or from the bottom-up (that is,
with a focus on the smaller elements, such as phonemes first)''. He also points out

that depending on the aims and the characteristics of the lesson, teacher can use the
top-down or bottom-up approach as an useful method.
Junqueira and Liu (2010) in their work have mentioned and classified the
approaches in the chronological order. They have shown that the teaching of

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pronunciation has followed the development in the field and changed its paradigms.
After World War II, two major approaches that focused on the oral-aural skills were
developed in the US and in Great Britain: the audiolingualism and the oralsituational approach. According to Morley (1991), throughout the decade that
followed the war, 1940's, 1950's, and 1960's, the techniques which were highly
appreciated in teaching pronunciation were drills, extensive repetition and
correction focusing mainly on phonemes, allophones, and phonetics rules.
Furthermore, another prevailing goal of these approaches was the “nativeness
principal”. It means that the aim of teaching and learning pronunciation is to help
learners have the pronunciation as native speakers.
However, in the 1970's, the role of pronunciation teaching in the classroom
changed radically. The teaching moved from being highly based on grammar and
pronunciation accuracy to nondirective let-it-just-happen approaches. In other
words, little or no attention was given to students' pronunciation, and its teaching
was not cared enough.
From the 1980's, the teaching and learning English has changed into
communicative approach. Therefore, the role of the pronunciation teaching has also
changed. As a result, the top-down approach appears, replacing the focus on
segmental (phonemes) to suprasegmentals (stress, intonation, rhythm). The goal of
pronunciation teaching, therefore, is more realistically focused on clear,
comprehensible pronunciation.
Busà (2008) has pointed out the new trend of teaching pronunciation. She
confirms that ''The new approaches to pronunciation teaching are more balanced in

focus, and more emphasis is placed on pitch, stress, rhythm coarticulation and
intonation, and how they are used to communicate meaning, the general goal being
to achieve comprehensible speech for better overall speech performance''.
All the pronunciation teaching approaches have shown the change in
teaching foreign language in history. Although there is controversy around the

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approaches, the role of teaching pronunciation in language teaching cannot be
denied.
2.2.5. Factors affecting teaching English pronunciation
For many teachers, teaching pronunciation involves a variety of challenges.
To begin with, teachers often find that they do not have enough time in class to give
proper attention to this aspect of English instruction. When they find the time to
teach pronunciation, the instruction often amounts to the presentation and the
practice, the instruction often amounts to the pronunciation and the practice are
usually a series of tedious and seemingly unrelated topic (Gilbert, 2008). Actually,
facing with the difficulties in teaching pronunciation, many language teachers tent
to avoid teaching this part. According to Burgess and Spencer (2000), ''It is teaching
pronunciation itself that many teachers find difficult and in this respect the
following are also problematic. The teaching pronunciation may cause many
problems to the teachers. These are difficult things that many teachers encounter
when they teach english pronunciation.
1. The selection of features of pronunciation;
2. The ordering of the features selected;
3. The type(s) of discourse in which to practise pronunciation;
4. The choice of methods which will provide the most effective results
5. The amount of detail to go into at different stages''
When teaching pronunciation, teachers have to face with many problems.

They have to choose suitable method, select the features and order them following
the aim of the lesson. The amount of detail for providing students is also a matter.
Teachers have to base on the students' language proficiency to help them reach to
the lessons' objectives. Moreover, teachers are affected by the problems around
them and by themselves. Busà (2008) has supported for the difficulties that teachers
may meet when teaching pronunciation. She thinks that teachers often feel that they
are inadequately prepared to teach pronunciation. Also, pronunciation instruction is
not appropriately emphasized in the curricula. And finally, suitable materials for

19


teaching pronunciation are often unavailable. In other word, she points out the
difficulties that come from the inside and outside factors. However, Busà doesn't
mention to the student factor which plays an important role to the success of the
teaching. She more emphasizes on the influence of the teachers' ability, their
merhods, the materials and the appropriate curriculums to teaching.
Therefore, Chela-Flores, B. (2001) has concluded the main problems in
teaching pronunciation, such as the insufficient time in class, mis-targetting of
lessons to intermediate and advanced students, and lack of awareness by students
and teachers to the importance of pronunciation. Although we cannot say what
factors are more important, we can think about all of them to have appropriate
solutions for reducing their disadvatages.
2.2.6 An overview of songs in teaching language
The benefits of songs in ELT have been well-documented by a mariad of
researchers. Foreign language teachers can use songs to open and close their
lessons, to illustrate themes and topics, to add variety or a change of pace, present
new vocabulary or recycle known language. Falioni (1993) stated that “practically
all grammar points can be found in music text, and the texts also offer a wide
variety of vocabulary, all of which can be utilized to practice the four

communication skill” (p.98).”With some imagination, songs can be used to teach all
aspects of foreign language” (Clarer and Gargan, 1984, p.31). Firstly, motivation is
one of the things that can be gained by using songs in foreign language classroom.
According to Falioni (1993), “The addition of songs to the foreign language
classroom as a teaching method may be a way to focus students' attention, and
produce a more committed learner” (p.104). Nambiar (1993) recommends recent
pop songs to enhance motivation in the younger generation: “Songs deal with the
whole realm of human emotipns and students are often willing to sing a song in a
foreign language even if they do not fully understand the meaning of the word” (as
cited in Nguyen, D.N.H, 2007, p.20). Rogers (1999) found that the use of songs
creates an atmosphere of interest in the study of English and can lead from a
“teacher centered” to a “student centered”. Using music can lift the atmosphere in

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class, or develop a non-threatening classroom atmosphere, bringing a boost of
energy and capture the children's attention. Besides, English songs can motivate
them in their quest to learn English.
Secondly, unlike other recording materials, “songs are catchy and fun and
ESL students will feel happy to hear them many times" till they can sing along. If
teacher plays the recording of a dialogue the second time, students may get bored
with it. However, songs can be reused without making students become fed up with
listening.
Thirdly, songs related to cultural aspects could be chosen to present to
students about social situations, historical events, geographical descriptons, and
others. The use of songs, according to Jolly (1975), gives students the opportunity
to acquire a greater understanding of the culture underlying the target language.
Lems (2001) cites Cultural Literacy as one of “positive contributions to language
learning songs can make”. He said: “Songs used in English classes can shed light on

interesting musical traditions in countries, but can also teach teens, young adults
and adults to appreciation about human relations, ethics, customs, history,
humor,and regional and cultural differences” (Lems, 2001).
Besides, songs can help students remember vocabulary, grammatical
structures and aid in comprehending the general meaning. Music and rhythm make
it much easier to imitate and remember language than words which are just
“spoken” (Cakir). Practically all grammar points and a wide variety of vocabulary
can be found in musical texts. As Falioni (1993) states, “the new structures that may
seem isolated or out of context in pattern drills, are seen in a different perspective
when they are part of a song” (p.101). Songs are a useful tool to help learners
memorize phrase constructions. They are more easily learned and tend to “stick”
longer than straight-out grammatical exemples.
Shen (2009, p.91-93) indicated that songs integrated into teaching various
aspects of language skills - speaking, vocabulary, grammar, and writing. Concretely,
listening songs will prepare EFL learners to the genuine English language they are

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to be face with. Learners listening to English songs will pay more deliberate
attention to pronunciation, phonological rules, stress and intonation than the others
and thus pronounce more correctly and speaks English more fluently. Thus,
pronunciation is among those which can be taught to students by using songs. Leith
(1979) stated that “there is probably not a better nor quicker way to teach phonetics
than with songs” (as cited in Nguyen, D.N.H 2007, p.21). The melody, along with
lyrics, provides an excellent opportunity to review pronunciation and enjoy music at
the same time.
2.3. Songs’ characteristics
2.3.1. Motivation
The learners can relax and learn pronunciation through listening at the same

time, so learners have motivation to perceive the lesson effectively. According to
Orlova ( 1997) songs can motivate '' a positive emotional approach to learning by
exerting emotional influences on a listener or inspiring the student to express his/
her attitude towards what he/ she has heard''. Beside that, songs can create an
enjoyable atmosphere to learn. So it is easy for learners to perceive what they heard.
Furthermore, Walker (2001) gave the evidence to prove that songs should be
used to teach foreign languages: '' Foreign students have told us that learning their
first song in English was one of the most pleasurable and satisfying experiences
they had ever had in using language'' (p.10).
2.3.2.Memorable characteristics
Because of containing authentic and natural language, songs are easier to
remember than any text in students books, therefore, employing songs to teach
pronunciation supplies students with a tool that contains memorable characteristics.
Anton (1990) who begins the contemporary music approach (CMA) methodology
claimed that one of the most helpful strategies in language learning is the use of
“Nonverbal right- brain skill such as actions, emotions, and music aids
improvement of creativity, memory, and the ability to imitate” (p.168). By showing

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that idea, Anton believed that “music is one of the most effective memory aids
available to use, especially for recalling structure”.
Moreover, Falioni (1993, p.98) showed a similar conclusion that music is an
effective memory aid for the classroom because “many people often remember
rhyme, rhythm or melody better than ordinary speech”.
2.3.3. Variety of new words
Through the songs, learners can know the variety of new words. It is not easy
for foreign language learners to pick up new words of all sorts, but songs can help
them deal with this difficulty. Songs provide learners with many different contexts

to understand and memorize new words easily. Tatenhove (2007) confined that the
process of teaching vocabulary is tedious and boring. Therefore, he has spent time
on searching and then found out that songs can be considered as a wonderful
strategy for teaching new words because if this device is employed in class, learners
can acquire the target words easily thanks to available social context. Tatenhove's
opinion is similar to Wieczska's (2005) that a word in context means more than the
same word in isolation. Consequently, songs can be seen as a useful device to teach
new words since songs can provide many different contexts for students to
understand and memorize new words.
2.3.4. Pronunciation
Beside the vocabulary, learners can pick up the exact pronunciation from
listening to the songs. Listening to the song effectively means that learners should
sing along while it is playing. Leaners can imitate the ways singers produce words
and improve her/ his pronunciation. Park (1997, p.13) cited the Grifeeo's outlook
(1992, p.66-67) that “songs can also focus on pronunciation and provide an
opportunity for pratice with a native spearker outside of the classroom by singing
along with the song”. Moreover, Techmeicer, Urbanic and Vizmuller (1981, as cited
in Salcedo, 2002) stated that: “Singing helped to develop better hearing skills and,
as a result, promoted and reinforced good articulation of word”.
2.3.5. New grammar structures

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Learning new grammar structures is another benefit which foreign language
learners have when they learn English through songs because songs are generally
written by native composers who have high competences in linguistics and an
excellent understanding of grammar. Park (1997) stated that songs can be compared
to a natural context where many widespread structures appear regularly. These offer
opportunities for learners to reinforce their grammar. For all things above, by

listening to songs, learners can approach not only pronunciation but also vocabulary
and grammar structures.
2.3.6. Cultural aspects
Understanding cultural aspects is the important benefit learners have when
they listen to songs. Culture is always hand in hand with language, so learning a
foreign language means that learners can learn cultural aspects of the country where
that language exists.
According to Jolly (1975), using songs in classroom gives students chances
to obtain greater knowledge of the culture which is hidden under the target
language. Park (1997, p.16) once again cited Griffee's opinion (1992) that songs are
culture reflected by language. For that reason, language is culture as well. In
addition, Park (1997) has found another wonderful idea expressed in Griffee's book
(1992) that “Music or song is a reflection of the time and place that produced it;
every song is a culture capsule containing within itself a significant piece of social
information” (p.17).
Sharing the same thought, Betty (1999) also made a citation from Griffee's
book: “That is true for the songs of every decade and bringing a song into the
classroom entails bringing the culture of the song in wih it. Additionally, songs can
be used as a way of looking at a culture and comparing it with other cultures”
(p.108).
2.4. Young learners in acquiring a foreign language through songs
2.4.1. Definition of young learners

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There are many definitions of young learners, each with slightly different
perspectives. On standard assumptions, “young learners”, known as second
language (L2) learners, refer to children whose first exposure to another language
occurs after their first language has been established for at least three to five years

(Schwartz, 2003; Meisel, 2008). Young learners may start learning English before
they start primary school.
A large number of authors and researchers try to segment learners strictly
based on age: three to five years old, six to eight years old, and so on (Nunan,
2011). According to Linse (2005), young learners are defined as children between
the age of five and twelve. Meanwhile, Harmer (2001) stated that “young learners,
especially those up to the age of nine or ten, learn differently from older children,
adolescents, and adults” (p.38). In contrary to this view, as Scott and Ytreberg
(1990) defined, young learners are between five and ten or eleven years old. This
point of view is also included in Philip's (2003) who identified that young learners
are children from the first year of formal schooling (five or six years old) to eleven
or twelve years old. Keep all this in mind, it needs to be addressed that young
learners are unique and different from adult learners.
Additionally, Scott and Ytreberg (1990) also divide the children into two
groups: the five to seven years old and the eight to ten years old. They assume that
the five to seven years old are all at level one, the beginner stage; the eight to ten
years old are also at the beginning stage but they may have been learning the
foreign language for some times.
In a nut shell, “young learners” are children who attend the primary schools
from the first to the fifth grade (six to eleven years old). However, the term “young
learners” in this thesis refers to the children the third and the fifth grade (the age
from eight to ten).
2.4.2. Characteristics of young learners in acquiring pronunciation through
songs

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