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題名 流行歌曲的詞彙量要求與台灣高中單字教學之分析
The analysis of lexical demand of English pop songs for teaching vocabulary in Taiwan senior high schools作者 施冠任
Shih, Guan-Ren貢獻者 余明忠
Yu, Ming-Chung
施冠任
Shih, Guan-Ren關鍵詞 單字
語料庫
歌詞
歌曲
Vocabulary
Corpus
Lyrics
Song日期 2019 上傳時間 12-二月-2019 15:39:45 (UTC+8) 摘要 字彙能力在外語學習上面一直被認為是不可或缺的要素，尤其在英語為外語的情境之下更顯重要。在眾多學習單字的策略方法中，使用流行音樂的歌詞來進行學習也越來越普遍。然而，歌詞即使在外語字彙學習上有著不可或缺的位置，很少學術相關研究把重點放在台灣大學入學考試7,000單字以及西洋流行樂歌詞的關係上面。因此本研究把主要重點放在大學入學考試7,000 單字是否和英語流行音樂的歌詞有密切的關係。此外研究者也想知道在7,000單字的六級字彙分類中，哪一級程度的單字最常被使用在西洋流行音樂的歌詞裡以及在各六級分類中，每一級別常被使用在歌詞裡的單字為哪些。為了進行此研究得知結果，此研究從兩個歌詞語料庫中各挑500首西洋流行音樂歌曲，合計1,000首來當作實驗數據。另外，7,000單字分級表也從大考中心網站裡下載來進行實驗分析。在收集且準備好所需要的資料後，語料庫RANGE被拿來使用進行資料的數據分析。從分析結果得知，7,000單字裡超過一半的字彙都有被涵蓋在歌詞裡面。這表示台灣大學入學考試7,000單字和流行音樂的歌詞有著密切的關係。除了研究7,000單字和歌詞的關係，本研究也得知分級較低的單字如第一級到第三級的單字較常被使用在流行音樂的歌詞裡。不過，分級較高的部分像是第4級到第6級的單字就鮮少被運用在歌詞當中。另外，此研究也列出各級別中最常出現的10個單字當作教學參考。
Vocabulary knowledge has been widely recognized as an important factor in language learning and teaching, especially in EFL settings. Among all the vocabulary learning strategies, using the lyrics of pop music to acquire a foreign language is one of the most common approaches to learning vocabulary. Although learning foreign language via pop songs is of great aid to vocabulary learning, little research has been conducted to examine the relationship between the words in lyrics and vocabulary included in teaching materials designed for senior high school students in Taiwan, such as word-level list. The word-level list is used to teach Taiwanese senior high school students vocabulary in the hope of letting them perform well on the college entrance examination and become familiar with the target language.Therefore, the main purpose of this study is to investigate the relationship between the lyrics of the selected pop music and the word-level list. A second goal is to find out which level in the word-level list is covered the most in the lyrics, and what vocabulary is often used by songwriters.The present study focused on 1,000 pop songs selected from two different corpora and the researcher downloaded the word-level list from a website called College Entrance Examination Center. After the researcher collected and prepared all of them, one program called RANGE was used to analyze and compare the texts in both of the lyrics of the selected pop songs and the word-level list.The results showed that 54.76% of the vocabulary from the word-level list was covered in the lyrics of the selected pop songs. This means that the vocabulary from the word-level list is often used in the lyrics of the selected pop music. In addition to the first finding, the present study also found that lower level words in the word-level list, i.e. levels 1, 2 and 3 are commonly used in the lyrics. In contrast, higher level words from levels 4-6 are less covered in the lyrics of the selected pop songs. Also, for each level in the word-level list, this study showed the top 10 high-frequency words in each level respectively. Last but not least, this study found that language teachers could use the lyrics of pop songs to teach and improve students’ vocabulary knowledge.參考文獻 Adolphs, S., & Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied linguistics, 24(4), 425-438.Alderson, J. C. (2007). Judging the frequency of English words. Applied Linguistics, 28(3), 383-409.Ali, Z., Mukundan, J., Baki, R., & Ayub, A. F. M. (2012). Second Language Learners` Attitudes towards the Methods of Learning Vocabulary. English Language Teaching, 5(4), 24-36.Baniabdelrahman, A. A. (2006). The Effect of Using Authentic English Language Materials on EFL Students’ Achievement in Reading Comprehension. Journal of Educational & Psychological Sciences, 7(01).Bauer, L., & Nation, P. (1993). Word families. International journal of Lexicography, 6(4), 253-279.Bowler, B., & Parminter, S. (2002). Mixed-level teaching: Tiered tasks and bias tasks. Methodology in language teaching, 59-63.Brown, T. S., & Perry Jr, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. Tesol Quarterly, 25(4), 655-670.Brutten, S. R., Angelis, P. J., & Perkins, K. (1985). Music and memory: Predictors for attained ESL oral proficiency. Language learning, 35(2), 299-313.Cheung, C. K. (2001). The use of popular culture as a stimulus to motivate secondary students` English learning in Hong Kong. ELT journal, 55(1), 55-61.Coxhead, A. (2000). A new academic word list. TESOL quarterly, 34(2), 213-238.Eken, D. K. (1996, January). Ideas for using songs in the English language classroom. In English Teaching Forum (Vol. 34, No. 1, pp. 46-47).Keskin, F. (2011). Using Songs as Audio Materials in Teaching Turkish as a Foreign Language. Turkish Online Journal of Educational Technology-TOJET, 10(4), 378-383.Heatley, A., Nation, I. S. P., & Coxhead, A. (2002). RANGE and FREQUENCY programs.Hsueh-Chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a foreign language, 13(1), 403-30.Jolly, Y. S. (1975). The use of songs in teaching foreign languages. The Modern Language Journal, 59(1‐2), 11-14.Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective ways to use authentic materials with ESL/EFL students. The internet TESL journal, 8(11), 1-5.Kienbaum, B. E. (1986). Communicative Competence in Foreign Language Learning with Authentic Materials. Final Project Report.Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.Kreyer, R., & Mukherjee, J. (2007). The style of pop song lyrics: A corpus-linguistic pilot study. Anglia-Zeitschrift für englische Philologie, 125(1), 31-58.Kristiani, S. (2017). Pre-Service Teachers’ Perception about Using Songs in Teaching English to Young Learners (Doctoral dissertation, Program Studi Pendidikan Bahasa Inggris FBS-UKSW).Laufer, B. (2013). Lexical thresholds for reading comprehension: What they are and how they can be used for teaching purposes. Tesol Quarterly, 47(4), 867-872.Lems, K. (1996). For a Song: Music across the ESL Curriculum.Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The modern language journal, 75(2), 196-204.Maley, A. (1987). Poetry and song as effective language-learning activities. Interactive language teaching, 93-109.Miller, M. (2005). Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan. Unpublished master’s thesis, University of Surrey, Australia.Moriya, Y. (1988). English Speech Rhythm and Its Teaching to Non-Native Speakers.Murphey, T. (1990). Song and music in language learning. Bern: Peter Lang.Murphey, T. (1992). The discourse of pop songs. Tesol Quarterly, 26(4), 770-774.Nation, I. (2006). How large a vocabulary is needed for reading and listening?. Canadian modern language review, 63(1), 59-82.North, A. C, Hargreaves, D. J. (2004). Use of music in everyday life. Music Perception, 22(1), 41-47.Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.Hsu, P. T. (2009). 高中生英文字彙量與閱讀表現之關聯. 臺灣師範大學英語學系在職進修碩士班學位論文, 1-108..Rideout, Foehr, & Roberts, (2010). Songs, verse and games for teaching grammar, The Internet TESL Journal.Rivers, D. (2009). Second thoughts about internet surveys. Articles and Analysis. Pollster. com.Sahin, D. (2008). Teaching conditionals through songs in EFL preparatory classrooms (Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimleri Enstitüsü).Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The internet TESL journal, 7(2), 1-4.Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2), 975-983.Shaw, A. M. (1970). How to make Songs for Language Drill. ELT Journal, 24(2), 125-132.Slevc, L. R., Rosenberg, J. C., & Patel, A. D. (2008). Language, music and modularity, Evidence for shared processing of linguistic and musical syntax. In Proceedings of the 10th International Conference on Music Perception & Cognition.Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.Tegge, F. A. G. (2015). Investigating song-based language teaching and its effect on lexical learning.Tegge, F. (2017). The lexical coverage of popular songs in English language teaching. System, 67, 87-98.Terhune, T. (1997). Pop songs, The English Connection, 1, 8-12.Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom (Doctoral dissertation, Virginia Tech).Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies.Webb, S., & Macalister, J. (2013). Is text written for children useful for L2 extensive reading?. Tesol Quarterly, 47(2), 300-322.Webb, S., & Rodgers, M. P. (2009). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427.van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?. Applied Linguistics, 34(4), 457-479. 描述 碩士
國立政治大學
英國語文學系
104551019資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104551019 資料類型 thesis dc.contributor.advisor 余明忠 zh_TW dc.contributor.advisor Yu, Ming-Chung en_US dc.contributor.author (作者) 施冠任 zh_TW dc.contributor.author (作者) Shih, Guan-Ren en_US dc.creator (作者) 施冠任 zh_TW dc.creator (作者) Shih, Guan-Ren en_US dc.date (日期) 2019 en_US dc.date.accessioned 12-二月-2019 15:39:45 (UTC+8) - dc.date.available 12-二月-2019 15:39:45 (UTC+8) - dc.date.issued (上傳時間) 12-二月-2019 15:39:45 (UTC+8) - dc.identifier (其他 識別碼) G0104551019 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/122249 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 104551019 zh_TW dc.description.abstract (摘要) 字彙能力在外語學習上面一直被認為是不可或缺的要素，尤其在英語為外語的情境之下更顯重要。在眾多學習單字的策略方法中，使用流行音樂的歌詞來進行學習也越來越普遍。然而，歌詞即使在外語字彙學習上有著不可或缺的位置，很少學術相關研究把重點放在台灣大學入學考試7,000單字以及西洋流行樂歌詞的關係上面。因此本研究把主要重點放在大學入學考試7,000 單字是否和英語流行音樂的歌詞有密切的關係。此外研究者也想知道在7,000單字的六級字彙分類中，哪一級程度的單字最常被使用在西洋流行音樂的歌詞裡以及在各六級分類中，每一級別常被使用在歌詞裡的單字為哪些。為了進行此研究得知結果，此研究從兩個歌詞語料庫中各挑500首西洋流行音樂歌曲，合計1,000首來當作實驗數據。另外，7,000單字分級表也從大考中心網站裡下載來進行實驗分析。在收集且準備好所需要的資料後，語料庫RANGE被拿來使用進行資料的數據分析。從分析結果得知，7,000單字裡超過一半的字彙都有被涵蓋在歌詞裡面。這表示台灣大學入學考試7,000單字和流行音樂的歌詞有著密切的關係。除了研究7,000單字和歌詞的關係，本研究也得知分級較低的單字如第一級到第三級的單字較常被使用在流行音樂的歌詞裡。不過，分級較高的部分像是第4級到第6級的單字就鮮少被運用在歌詞當中。另外，此研究也列出各級別中最常出現的10個單字當作教學參考。 zh_TW dc.description.abstract (摘要) Vocabulary knowledge has been widely recognized as an important factor in language learning and teaching, especially in EFL settings. Among all the vocabulary learning strategies, using the lyrics of pop music to acquire a foreign language is one of the most common approaches to learning vocabulary. Although learning foreign language via pop songs is of great aid to vocabulary learning, little research has been conducted to examine the relationship between the words in lyrics and vocabulary included in teaching materials designed for senior high school students in Taiwan, such as word-level list. The word-level list is used to teach Taiwanese senior high school students vocabulary in the hope of letting them perform well on the college entrance examination and become familiar with the target language.Therefore, the main purpose of this study is to investigate the relationship between the lyrics of the selected pop music and the word-level list. A second goal is to find out which level in the word-level list is covered the most in the lyrics, and what vocabulary is often used by songwriters.The present study focused on 1,000 pop songs selected from two different corpora and the researcher downloaded the word-level list from a website called College Entrance Examination Center. After the researcher collected and prepared all of them, one program called RANGE was used to analyze and compare the texts in both of the lyrics of the selected pop songs and the word-level list.The results showed that 54.76% of the vocabulary from the word-level list was covered in the lyrics of the selected pop songs. This means that the vocabulary from the word-level list is often used in the lyrics of the selected pop music. In addition to the first finding, the present study also found that lower level words in the word-level list, i.e. levels 1, 2 and 3 are commonly used in the lyrics. In contrast, higher level words from levels 4-6 are less covered in the lyrics of the selected pop songs. Also, for each level in the word-level list, this study showed the top 10 high-frequency words in each level respectively. Last but not least, this study found that language teachers could use the lyrics of pop songs to teach and improve students’ vocabulary knowledge. en_US dc.description.tableofcontents Acknowledgements iiCHINESE ABSTRACT viABSTRACT viiiChapter 1 INTRODUCTION1.1 Background of the Study 11.2 Purpose of the Study 3Chapter 2 LITERATURE REVIEW2.1 The Importance of Vocabulary Teaching and Learning 52.2 Lexical Demand and Text Comprehension (Listening and Reading Comprehension) 92.3 The Lexical Demand of Different Text Genres 112.4 Vocabulary Teaching and Songs as Teaching Materials 142.5 Research on The word-level list in Taiwan 162.6 Research on the Vocabulary Used in the Lyrics 18Chapter 3 METHODOLOGY3.1 Data Collection 213.2 Instrument 243.3 Data Preparation 273.4 Data Analysis 293.5 Whole Procedures of Data Analysis 31Chapter 4 RESULTS4.1 Research Question 1 334.2 Research Question 2 35Chapter 5 DISCUSSION5.1 Research Question 1 455.2 Research Question 2 50Chapter 6 CONCLUSION6.1 Summary of the Results 556.2 Pedagogical Implications 566.3 Limitations 616.4 Recommendations for Future Studies 62REFERENCES 65 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104551019 en_US dc.subject (關鍵詞) 單字 zh_TW dc.subject (關鍵詞) 語料庫 zh_TW dc.subject (關鍵詞) 歌詞 zh_TW dc.subject (關鍵詞) 歌曲 zh_TW dc.subject (關鍵詞) Vocabulary en_US dc.subject (關鍵詞) Corpus en_US dc.subject (關鍵詞) Lyrics en_US dc.subject (關鍵詞) Song en_US dc.title (題名) 流行歌曲的詞彙量要求與台灣高中單字教學之分析 zh_TW dc.title (題名) The analysis of lexical demand of English pop songs for teaching vocabulary in Taiwan senior high schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adolphs, S., & Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied linguistics, 24(4), 425-438.Alderson, J. C. (2007). Judging the frequency of English words. Applied Linguistics, 28(3), 383-409.Ali, Z., Mukundan, J., Baki, R., & Ayub, A. F. M. (2012). Second Language Learners` Attitudes towards the Methods of Learning Vocabulary. English Language Teaching, 5(4), 24-36.Baniabdelrahman, A. A. (2006). The Effect of Using Authentic English Language Materials on EFL Students’ Achievement in Reading Comprehension. Journal of Educational & Psychological Sciences, 7(01).Bauer, L., & Nation, P. (1993). Word families. International journal of Lexicography, 6(4), 253-279.Bowler, B., & Parminter, S. (2002). Mixed-level teaching: Tiered tasks and bias tasks. Methodology in language teaching, 59-63.Brown, T. S., & Perry Jr, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. Tesol Quarterly, 25(4), 655-670.Brutten, S. R., Angelis, P. J., & Perkins, K. (1985). Music and memory: Predictors for attained ESL oral proficiency. Language learning, 35(2), 299-313.Cheung, C. K. (2001). The use of popular culture as a stimulus to motivate secondary students` English learning in Hong Kong. ELT journal, 55(1), 55-61.Coxhead, A. (2000). A new academic word list. TESOL quarterly, 34(2), 213-238.Eken, D. K. (1996, January). Ideas for using songs in the English language classroom. In English Teaching Forum (Vol. 34, No. 1, pp. 46-47).Keskin, F. (2011). Using Songs as Audio Materials in Teaching Turkish as a Foreign Language. Turkish Online Journal of Educational Technology-TOJET, 10(4), 378-383.Heatley, A., Nation, I. S. P., & Coxhead, A. (2002). RANGE and FREQUENCY programs.Hsueh-Chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a foreign language, 13(1), 403-30.Jolly, Y. S. (1975). The use of songs in teaching foreign languages. The Modern Language Journal, 59(1‐2), 11-14.Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective ways to use authentic materials with ESL/EFL students. The internet TESL journal, 8(11), 1-5.Kienbaum, B. E. (1986). Communicative Competence in Foreign Language Learning with Authentic Materials. Final Project Report.Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.Kreyer, R., & Mukherjee, J. (2007). The style of pop song lyrics: A corpus-linguistic pilot study. Anglia-Zeitschrift für englische Philologie, 125(1), 31-58.Kristiani, S. (2017). Pre-Service Teachers’ Perception about Using Songs in Teaching English to Young Learners (Doctoral dissertation, Program Studi Pendidikan Bahasa Inggris FBS-UKSW).Laufer, B. (2013). Lexical thresholds for reading comprehension: What they are and how they can be used for teaching purposes. Tesol Quarterly, 47(4), 867-872.Lems, K. (1996). For a Song: Music across the ESL Curriculum.Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The modern language journal, 75(2), 196-204.Maley, A. (1987). Poetry and song as effective language-learning activities. Interactive language teaching, 93-109.Miller, M. (2005). Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan. Unpublished master’s thesis, University of Surrey, Australia.Moriya, Y. (1988). English Speech Rhythm and Its Teaching to Non-Native Speakers.Murphey, T. (1990). Song and music in language learning. Bern: Peter Lang.Murphey, T. (1992). The discourse of pop songs. Tesol Quarterly, 26(4), 770-774.Nation, I. (2006). How large a vocabulary is needed for reading and listening?. Canadian modern language review, 63(1), 59-82.North, A. C, Hargreaves, D. J. (2004). Use of music in everyday life. Music Perception, 22(1), 41-47.Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.Hsu, P. T. (2009). 高中生英文字彙量與閱讀表現之關聯. 臺灣師範大學英語學系在職進修碩士班學位論文, 1-108..Rideout, Foehr, & Roberts, (2010). Songs, verse and games for teaching grammar, The Internet TESL Journal.Rivers, D. (2009). Second thoughts about internet surveys. Articles and Analysis. Pollster. com.Sahin, D. (2008). Teaching conditionals through songs in EFL preparatory classrooms (Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimleri Enstitüsü).Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The internet TESL journal, 7(2), 1-4.Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2), 975-983.Shaw, A. M. (1970). How to make Songs for Language Drill. ELT Journal, 24(2), 125-132.Slevc, L. R., Rosenberg, J. C., & Patel, A. D. (2008). Language, music and modularity, Evidence for shared processing of linguistic and musical syntax. In Proceedings of the 10th International Conference on Music Perception & Cognition.Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.Tegge, F. A. G. (2015). Investigating song-based language teaching and its effect on lexical learning.Tegge, F. (2017). The lexical coverage of popular songs in English language teaching. System, 67, 87-98.Terhune, T. (1997). Pop songs, The English Connection, 1, 8-12.Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom (Doctoral dissertation, Virginia Tech).Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies.Webb, S., & Macalister, J. (2013). Is text written for children useful for L2 extensive reading?. Tesol Quarterly, 47(2), 300-322.Webb, S., & Rodgers, M. P. (2009). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427.van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?. Applied Linguistics, 34(4), 457-479. zh_TW dc.identifier.doi (DOI) 10.6814/THE.NCCU.ENG.003.2019.A09 en_US
