1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 英語歌曲融入教學對國中生文法學習效益的研究
The effects of English song instruction on junior high school students` grammar learning
作者 林淑娟
Lin, Shu Chuan
貢獻者 葉潔宇
Yeh,Chieh Yue
林淑娟
Lin, Shu Chuan
關鍵詞 文法練習
練習
英語歌曲
記憶保留
grammar practice
drills
English songs
retention
日期 2011
上傳時間 24-Oct-2012 16:43:07 (UTC+8)
摘要 本研究旨在探討英語歌曲練習文法和機械式練習文法對學生文法學習和記憶保留的成效。主要目標欲探究(1)兩種文法練習方法對於文法學習的成效；(2) 兩種文法練習方法對記憶保留的成效；以及(3)兩種文法練習方法對於高、低成就學習者在文法學習和記憶保留的影響。

研究對象為台灣中部一所公立國中兩班七年級的學生。此均質的兩個班被隨機指定為實驗組與控制組。實驗組於教授文法後施予英語歌曲練習文法，而控制組則施予傳統機械式練習文法。歷時十一週的文法教學後，兩組受試者接受文法測驗(EGT)，以得知兩組受試者文法學習情況。一個月後，兩組受試者再次接受相同文法測驗，以進一步得知其文法的記憶保留情形。本研究主要發現如下：(1)在文法學習成效方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(2)在記憶保留方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(3)利用英語歌曲練習文法對於高、低英語學習成就者而言，在文法學習和記憶保留上皆有正面影響。 (4)透過機械式文法練習亦有助於提升高、低英語學習成就者，在文法學習和記憶保留的成效。(5)對於高英語學習成就者而言，利用英語歌曲練習文法和透過機械式練習文法兩者對於其文法學習和記憶保留成效相同。(6)對於低英語高學習成就者而言，利用英語歌曲練習文法在文法學習和記憶保留的成效皆優於透過機械式文法練習。

最後，研究者對於英語歌曲在文法教學上之應用提供建議以作為教育學者們的參考。
The study investigated the effects of “grammar practice through drills plus English songs” versus the effects of “grammar practice through drills” on students’ grammar learning and retention of grammar points. The study aims to (1) investigate the effects of these two kinds of grammar practices on grammar learning; (2) explore the effects of these two kinds of grammar practices on retention of grammar points; and (3) evaluate the effects of these two kinds of grammar practices on grammar learning and retention of grammar points for high and low English achievers.

Participants were two intact classes of seventh-grade students in a public junior high school in central Taiwan. With the homogeneity of English proficiency, the two classes were randomly assigned as the experimental and control groups. The former received “grammar practice through drills plus English songs”, while the latter received “grammar practice through drills.” After receiving an eleven-week instruction, both groups received English Grammar Test (EGT), to assess their grammar learning. One month after EGT, the same grammar test—EGT were conducted to both groups to assess their retention of grammar points. The major findings are summarized as follows. (1) In terms of grammar learning, students receiving “grammar practice through drills plus English songs” outperformed those receiving “grammar practice through drills.” (2) In terms of retention of grammar points, “grammar practice through drills plus English songs” had a more positive influence than “grammar practice through drills.” (3) “Grammar practice through drills plus English songs” possessed a facilitative effect for both high and low English achievers with regard to grammar learning and retention of grammar points. (4) “Grammar practice through drills” benefited both high and low English achievers. (5) “Grammar practice through drills plus English songs” and “grammar practice through drills ” could enhance high English achievers’ grammar learning and retention of grammar points. (6) “Grammar practice through drills plus English songs” exerted a superior effectiveness on low English achievers’ grammar learning and retention of grammar points. Pedagogical implications based on the findings were also provided.
參考文獻 Abbott, M. (2002). Using music to promote second language learning among adult learners. TESOL Journal, 11, 10-17.
Beale, J. (2002). Is communication language teaching a thing of the past? AFMLTA Journal Babel, 37(1), 12-16.
Bygrave, P. L. (1995). Development of receptive vocabulary skills through exposure to music. Bulletin of the Council for Research in Music Education, 127, 28-34.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to Second language teaching and testing. Applied Linguistics, 1, 1-47.
Celce-Murcia, M. (1990). What Role for Grammar after the Communicative
Resolution?. Retrieved from EBSCOhost.
Chang, S. C. (2008). The effects of computer-assisted multimedia English pop songs
instruction on elementary school students’ motivation an achievements in their English acquisition. Unpublished Master`s Thesis. National Kaohsiung Normal University.
Chen, Y. C. (2008). The effect of using English billboard songs on improving students’ writing motivation at St. Paul’s School in Kaohsiung. Unpublished Master`s Thesis. National Kaohsiung Normal Uinversity.
Chen, Y. C. (2010). A Study of enhancing EFL young learners’ sight vocabulary acquisition and oral reading fluency through pop son singing-reading instruction. Unpublished M.A. thesis, Taiwan: National Cheng Kung University.
Chu, C. L. (2010). Teaching pupils English through popular English songs. Unpublished M.A. thesis, Taiwan: National Yunlin University of Science & Technology.
Chung, S. F. (2006). A communicative approach to teaching grammar: theory and practice. The English Teacher XXXIV, 33-50.
Claerr, T., & Gargan, R. (1984). The role of songs in the foreign language classroom. OMLTA Journal, 28-32. Also in Snyder, B. (Ed), Look Out World, Here We Come! (Eric Document Reproduction No. ED 254 104)
Diamond, J., & Minicz, E. (1994). Country songs: Music, language, and life. Journal of the Imagination in Language Learning, 2, 112-115.
Dornyei, Z. (2001). Teaching and researching motivation. England: Pearson Education Limited.
Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. (H.A. Ruger, & C.E., Bussenius, Trans.). New York: Dover Publicaitons, Inc. (Originally published, 1885).
Ellis, R. (1984). Can syntax be taught? A study of the effects of formal instruction on the acquisition of WH questions in children. Applied Linguistics, 5, 138–55.
Ellis, R., (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R., (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3).
Felix, S. (1977). The relationship between age and second language productive ability. Language Learning, 25, 245-266.
Garrett, N. (1986). The problem with grammar: What kind can the language learner use? Modern Language Journal, 70(1), 133–48.
Haight, C., Herron, C., & Cole, S. P. (2007). The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom. Foreign Language Annals, 40(2), 288-310.
Hammerly, H. (1991). Fluency and accuracy: Toward balance in language teaching and learning. Clevedon: Multilingual Matters.
Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331-359.
Hatch, E. (1978). Second Language Acquisition. Rowley, Mass: Newbury House.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, England: Oxford University Press.
Herusatoto, H. (2005) The balance between fluency and accuracy in communicative language teaching. Retrieved August, 10, 2011, from http://www.stbalia-yk.ac.id/dial-lia/viewArtikel.php?artkid=4
Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.
Huang, C. S. (1999). Upgrading listening comprehension I. Taipei, Taiwan: The Crane Co., Ltd.
Huang, Y. L. (2005). How to improve low-achievers` listening abilities─using PE students as an example. Unpublished Master’s Thesis. National Chengchi University.
Hughes, A. (2003). Testing for language teachers. (2nd ed.). Cambridge. New York: Cambridge University Press.
Huy, Le, M. (2000, January). The role of music in second language learning: A Vietnamese perspective. Paper presented at the Combined 1999 Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education, Melbourne, Australia.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Oxford University Press.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S. D. (1999). Seeking a Role for Grammar: A Review of Some Recent Studies. Foreign Language Annals, 32(2), 245-57. Retrieved from EBSCOhost.
Kuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers. Unpublished Master`s Thesis. National Taipei University of Education.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished Master`s Thesis. National Taiwan Normal University.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. England: Oxford University Press.
Lee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rime awareness and learning motivation-a study of the second graders of Pingtung County. Unpublished Master`s Thesis. National Pingtung University of Education.
Lightbown, P. (1983). Exploring relationships between developemental and instructional sequences in L2 acquisition. In H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition, (pp. 217-243). Rowley, ,MA: Newbury House.
Lightbown, P. M., & Spada, N. (1997). Learning English as a second language in a special school in Quebec. Canadian Modern Language Review, 53, 315-355.
Lin, H. Y. (2010). A study on the effects of English song instruction on listening comprehension for EFL junior high school students. Unpublished Master`s Thesis. National Changhua University of Education.
Liu, S. Y. (2008). The effects of story grammar instruction with song teaching on Taiwanese EFL young learner’s reading comprehension. Unpublished Master`s Thesis. National Changhua University of Education.
Liu, N. L. (2009). The effects on elementary school students’ English learning motivation through integrating English songs and nursery rhymes in music classes. Unpublished Master`s Thesis. Leader University.
Long, M. H. (1982). Does second language instruction make a difference? A review of research. Paper presented at the 16th Annual TESOL Convention, Honolulu, Hawaii, May, 1982.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language Teachers. In Young, D. J. (ed.). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill, pp. 24-45.
Medina, S. L. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Retrieved from EBSCOhost.
Ministry of Education, Republic of China. The Nine-Year Integrated English Curriculum Guidelines of Elementary and Junior High School. Retrieved August, 7, 2011, from http://www.edu.tw/eje/content.aspx?site_content_sn=15326
Mora, C.F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152.
Murphy, T. (1990). The song stuck in my head phenomenon: A melodic din in the lad? System 18 (1), 53-64.
Nassaji, H. , & Fotos, S. (2004). Current development in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.
Nunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle & Heinle Publishers.
Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674. Retrieved from EBSCOhost.
Paulston, C. B. (1971). The Sequencing of Structural Pattern Drills. TESOL Quarterly, 5, 197-208.
Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedures. Massachusetts: Winthrop.
Pavesi, M. 1986 Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 8(1): 38-55
Pérez-Llantada Auría, Mª del Carmen (2007). New Trends in Grammar Teaching: Issues and Applications An interview with Prof. Diane Larsen-Freeman. Atlantis 29.1, 157-163.
Pica, T. (1985). The selective impact of classroom instruction on second language acquisition. Applied Linguistics, 6(3), 214—222.
Pienemann, M. 1989: Is language teachable? Applied Linguistics, 10(1), 52-79.
Pien, T. M. (2007). Effects of using pictures in the English song instruction on English learning of third graders. Unpublished Master’s Thesis. National Kaohsiung Normal University.
Politzer, R. (1968). The role and place of the explanation in the pattern drill. International Review of Applied Linguistics, 6, 315-331.
Rafiee, M; Kassaian, Z., & Dastjerdi, H. (2010). The application of humorous Song in EFL classrooms and its effects on listening comprehension. English Language Teaching 3(4), 100-108.
Richards, J. C., & Renandya, W. A. (2003). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Richards, J., & Rodgers, T. (2001). Approaches and methods in languages teaching (2 nd ed.). New York: Cambridge University Press.
Rivers, W. M. & Temperley, M. S. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press.
Rubio, F; Passey, A & Campbell S. (2004). Grammar in Disguise: The hidden agenda of communicative language teaching textbooks RAEL - Revista Electrónica de Lingüística Aplicada 3, Universidad de Utah, p.158-176. Retrieved from: dialnet.unirioja.es/servlet/fichero_articulo?articulo=1396249&orden=28335- The National Capital Language Resource Center, Washington, DC (N.D).
Sauvignon, S. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia: Center for Curriculum Development.
Schmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-58. Retrieved from EBSCOhost.
Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet TESOL Journal, 7(2).
Schumann, J. H. (1978). Second language acquisition: the pidginization hypothesis. In
Hatch, E. M., editor, Second language acquisition: a book of readings. Rowley, MA: Newbury.
Skehan, P. (1996). A framework for the implementation of task-based instruction.
Applied Linguistic, 17(1), 38-62.
Skinner, B. F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall.
Spada, N. (1987). Relationship between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 8, 137-161.
Stansell, J. W. (2005) The use of music for learning languages: a review of the literature. University of Illinois at Urbana-Chmpaign. Retrieved July 25, 2011, fromhttp://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htm
Stevick, E. (1996). Memory, meaning and method: A view of language teaching. Boston: Heinle & Heinle.
Stokes, J. (2008). The Effects of Music on Language Acquisition. CELE Journal, 16.
Swain, M., & Lapkin, S. (1989). Canadian immersion and adult second language teaching: What’s the connection? Modern Language Journal, 75, 150-159.
Terrell , T. ( 1991 ). The role of grammar instruction in a communicative approach . Modern Language Journal, 75, 52-63.
Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.
Ur, P. (1996). A Course in language teaching: Practice and theory. Cambridge University Press.
Vilson, J, Leffa. The role of exercises in computer-mediated language learning. In: INFORMÁTICA 2007: XII CONVENCIÓN Y EXPO INTERNACIONAL, 12, 2007, Havana. Las Tecnologias de la información y las comunicaciones y su contribución a un mundo mejor. Havana: Ministério de la Informática y las Comunicaciones de la República de Cuba, 2007. 1 CD.
Wallace, W. T. (1994). Memory for music: effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1471-1485.
Weslander, D. and Stephany, G. V. (1983). Evaluation of an English as a second language program for southeast Asian students. TESOL Quarterly, 17(3), 473-80.
Whittaker, F. (1981). Notes on Grammar: Singing in ESL with Songs for the Grammar Class. Honolulu, HI: (ERIC: Document Reproduction Service No. ED2073336).
Willis, J. & Leaver, B. (Editors). (2004). Task-based Instruction in Foreign Language Education. Practices and Programs. USA: Georgetown University Press.
Wong, W. & VanPatten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36, 403-423.
Yang, L. C. (2002). Effects of an English singing program on English learning for TC and Non-TC learners in junior high school. Unpublished Master`s Thesis. National Kaohsiung Normal University.

文世豪（2009）。以英語流行歌曲提昇國小六年級學生英語學習成效與學習態度之行動研究。國立台北教育大學兒童英語教育研究所碩士論文。
李美誼（2005）。多媒體英語歌曲教學對提升國小學童學習動機與學習成效之研究（未出版碩士論文）。屏東師範學院，屏東縣。
李淑敏 (2011)。英語歌曲融入教學對國中生英語學習成就及動機影響之研究、國立台中教育大學課程與教學研究所碩士論文。
高崇哲（2007）。傳統文法教學與溝通式教學法之歌唱融入文法教學對英語學習焦慮與文法學習成效之比較研究。未出版碩士，國立彰化師範大學教育研究所，彰化縣。
張淑真（2008）。電腦輔助多媒體英語流行歌曲教學對國小學童英語習得動機與成就之效益研究（未出版碩士論文）。高雄師範大學，高雄市。
劉乃綸（2009）。英文歌曲和童謠融入音樂課教學對國小學童英語學習動機之影響（未出版碩士論文）。立德大學，臺南市。
描述 碩士
國立政治大學
英語教學碩士在職專班
98951002
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951002
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh,Chieh Yueen_US
dc.contributor.author (Authors) 林淑娟zh_TW
dc.contributor.author (Authors) Lin, Shu Chuanen_US
dc.creator (作者) 林淑娟zh_TW
dc.creator (作者) Lin, Shu Chuanen_US
dc.date (日期) 2011en_US
dc.date.accessioned 24-Oct-2012 16:43:07 (UTC+8)-
dc.date.available 24-Oct-2012 16:43:07 (UTC+8)-
dc.date.issued (上傳時間) 24-Oct-2012 16:43:07 (UTC+8)-
dc.identifier (Other Identifiers) G0098951002en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54138-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951002zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究旨在探討英語歌曲練習文法和機械式練習文法對學生文法學習和記憶保留的成效。主要目標欲探究(1)兩種文法練習方法對於文法學習的成效；(2) 兩種文法練習方法對記憶保留的成效；以及(3)兩種文法練習方法對於高、低成就學習者在文法學習和記憶保留的影響。

研究對象為台灣中部一所公立國中兩班七年級的學生。此均質的兩個班被隨機指定為實驗組與控制組。實驗組於教授文法後施予英語歌曲練習文法，而控制組則施予傳統機械式練習文法。歷時十一週的文法教學後，兩組受試者接受文法測驗(EGT)，以得知兩組受試者文法學習情況。一個月後，兩組受試者再次接受相同文法測驗，以進一步得知其文法的記憶保留情形。本研究主要發現如下：(1)在文法學習成效方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(2)在記憶保留方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(3)利用英語歌曲練習文法對於高、低英語學習成就者而言，在文法學習和記憶保留上皆有正面影響。 (4)透過機械式文法練習亦有助於提升高、低英語學習成就者，在文法學習和記憶保留的成效。(5)對於高英語學習成就者而言，利用英語歌曲練習文法和透過機械式練習文法兩者對於其文法學習和記憶保留成效相同。(6)對於低英語高學習成就者而言，利用英語歌曲練習文法在文法學習和記憶保留的成效皆優於透過機械式文法練習。

最後，研究者對於英語歌曲在文法教學上之應用提供建議以作為教育學者們的參考。		zh_TW
dc.description.abstract (摘要) The study investigated the effects of “grammar practice through drills plus English songs” versus the effects of “grammar practice through drills” on students’ grammar learning and retention of grammar points. The study aims to (1) investigate the effects of these two kinds of grammar practices on grammar learning; (2) explore the effects of these two kinds of grammar practices on retention of grammar points; and (3) evaluate the effects of these two kinds of grammar practices on grammar learning and retention of grammar points for high and low English achievers.

Participants were two intact classes of seventh-grade students in a public junior high school in central Taiwan. With the homogeneity of English proficiency, the two classes were randomly assigned as the experimental and control groups. The former received “grammar practice through drills plus English songs”, while the latter received “grammar practice through drills.” After receiving an eleven-week instruction, both groups received English Grammar Test (EGT), to assess their grammar learning. One month after EGT, the same grammar test—EGT were conducted to both groups to assess their retention of grammar points. The major findings are summarized as follows. (1) In terms of grammar learning, students receiving “grammar practice through drills plus English songs” outperformed those receiving “grammar practice through drills.” (2) In terms of retention of grammar points, “grammar practice through drills plus English songs” had a more positive influence than “grammar practice through drills.” (3) “Grammar practice through drills plus English songs” possessed a facilitative effect for both high and low English achievers with regard to grammar learning and retention of grammar points. (4) “Grammar practice through drills” benefited both high and low English achievers. (5) “Grammar practice through drills plus English songs” and “grammar practice through drills ” could enhance high English achievers’ grammar learning and retention of grammar points. (6) “Grammar practice through drills plus English songs” exerted a superior effectiveness on low English achievers’ grammar learning and retention of grammar points. Pedagogical implications based on the findings were also provided.		en_US
dc.description.tableofcontents Chinese Abstract……………………………………………………………………x
English Abstract xii
Chapter One: Introduction 1
Background and Motivation 1 Purpose of the Study 3
Research Questions 3
Significance of the Study 4
Definition of Terms 5
Grammar Practice through Drills5 5
English Songs 5
Chapter Two: Literature Review 7
Arguments against Grammar Teaching 7
Arguments in Support of Grammar Teaching 8
Empirical Evidence for and against Teaching Grammar 9
Grammar with Communicative Language Teaching 10
Drills 12
Types of Pattern Practices 12
Drills in Language Classrooms 13
Songs and Language Teaching 14
Studies of English Song Instruction in Taiwan 16
Chapter Three: Methodology 21
Participants 21
Instruments 23
English Grammar Test (EGT) 24
The Design of English Grammar Test 24
The Scoring of EGT 24
The Validity and Reliability of EGT 24
Cambridge Young Learners English Test (CYLET): Flyers 25
A Pre-test and Two Post-tests 26
Teaching Materials 27
iEnglish 1 28
Ten Songs with Lyrics 29
Procedure of the Study 30
Data Analysis 31
Chapter Four: Results 35
The Results of Pre-test, Post-test I and Post-test II for the
Experimental Group 35
The Results of Pre-test, Post-test I and Post-test II for the
Control Group 36
Comparisons of the Results of Pre-test and Post-test I between
the Two Groups 38
Comparisons of the Results of Post-test II between the Two Groups 39
Effects of Grammar Practice on Students with Different Proficiency Levels 39
The Results of Statistics of the CYLET Scores for High and
Low Achievers 40
Comparisons of Progress between the Experimental and Control Groups 44
Progress of High and Low Achievers in the Experimental Group 44
Progress of High and Low Achievers in the Control Group 46
Comparisons of Progress between High and Low English Achievers 48
High English Achievers between the Two Groups 48
Low English Achievers between the Two Groups 49
Summary 50
Chapter Five: Discussion and Conclusion 53
Answers to the Research Questions 53
Results of the Present Studies versus Results of the Previous Studies 56
Pedagogical Implications of the Study 60
Limitations of the Study 62
Recommendations for Further Research 63
Conclusion 64
References 65
Appendix A: Cambridge Young Learners English Test (CYLET): Flyers 74
Appendix B: English Grammar Test (EGT) 82
Appendix C: Two-way Specification Table of Grammar Points from Starter
to Unit5 86
Appendix D: Item Reliability of EGT 87
Appendix E: Diana lyrics 88
Appendix F: Are You Lonesome Tonight lyrics 89
Appendix G: Dancing Queen lyrics 90
Appendix H: Yellow Bird lyrics 91
Appendix I: Downtown lyrics 92
Appendix J: All Kinds of Everything lyrics 93
Appendix K: Eleanor Rigby lyrics 94
Appendix L: I Left My Heart in San Francisco lyrics 95
Appendix M: Somewhere over the Rainbow lyrics 96
Appendix N: Hero lyrics 97
Appendix O: A Sample Lesson Plan of English Song Instruction 98		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951002en_US
dc.subject (關鍵詞) 文法練習zh_TW
dc.subject (關鍵詞) 練習zh_TW
dc.subject (關鍵詞) 英語歌曲zh_TW
dc.subject (關鍵詞) 記憶保留zh_TW
dc.subject (關鍵詞) grammar practiceen_US
dc.subject (關鍵詞) drillsen_US
dc.subject (關鍵詞) English songsen_US
dc.subject (關鍵詞) retentionen_US
dc.title (題名) 英語歌曲融入教學對國中生文法學習效益的研究zh_TW
dc.title (題名) The effects of English song instruction on junior high school students` grammar learningen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Abbott, M. (2002). Using music to promote second language learning among adult learners. TESOL Journal, 11, 10-17.
Beale, J. (2002). Is communication language teaching a thing of the past? AFMLTA Journal Babel, 37(1), 12-16.
Bygrave, P. L. (1995). Development of receptive vocabulary skills through exposure to music. Bulletin of the Council for Research in Music Education, 127, 28-34.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to Second language teaching and testing. Applied Linguistics, 1, 1-47.
Celce-Murcia, M. (1990). What Role for Grammar after the Communicative
Resolution?. Retrieved from EBSCOhost.
Chang, S. C. (2008). The effects of computer-assisted multimedia English pop songs
instruction on elementary school students’ motivation an achievements in their English acquisition. Unpublished Master`s Thesis. National Kaohsiung Normal University.
Chen, Y. C. (2008). The effect of using English billboard songs on improving students’ writing motivation at St. Paul’s School in Kaohsiung. Unpublished Master`s Thesis. National Kaohsiung Normal Uinversity.
Chen, Y. C. (2010). A Study of enhancing EFL young learners’ sight vocabulary acquisition and oral reading fluency through pop son singing-reading instruction. Unpublished M.A. thesis, Taiwan: National Cheng Kung University.
Chu, C. L. (2010). Teaching pupils English through popular English songs. Unpublished M.A. thesis, Taiwan: National Yunlin University of Science & Technology.
Chung, S. F. (2006). A communicative approach to teaching grammar: theory and practice. The English Teacher XXXIV, 33-50.
Claerr, T., & Gargan, R. (1984). The role of songs in the foreign language classroom. OMLTA Journal, 28-32. Also in Snyder, B. (Ed), Look Out World, Here We Come! (Eric Document Reproduction No. ED 254 104)
Diamond, J., & Minicz, E. (1994). Country songs: Music, language, and life. Journal of the Imagination in Language Learning, 2, 112-115.
Dornyei, Z. (2001). Teaching and researching motivation. England: Pearson Education Limited.
Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. (H.A. Ruger, & C.E., Bussenius, Trans.). New York: Dover Publicaitons, Inc. (Originally published, 1885).
Ellis, R. (1984). Can syntax be taught? A study of the effects of formal instruction on the acquisition of WH questions in children. Applied Linguistics, 5, 138–55.
Ellis, R., (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R., (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3).
Felix, S. (1977). The relationship between age and second language productive ability. Language Learning, 25, 245-266.
Garrett, N. (1986). The problem with grammar: What kind can the language learner use? Modern Language Journal, 70(1), 133–48.
Haight, C., Herron, C., & Cole, S. P. (2007). The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom. Foreign Language Annals, 40(2), 288-310.
Hammerly, H. (1991). Fluency and accuracy: Toward balance in language teaching and learning. Clevedon: Multilingual Matters.
Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331-359.
Hatch, E. (1978). Second Language Acquisition. Rowley, Mass: Newbury House.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, England: Oxford University Press.
Herusatoto, H. (2005) The balance between fluency and accuracy in communicative language teaching. Retrieved August, 10, 2011, from http://www.stbalia-yk.ac.id/dial-lia/viewArtikel.php?artkid=4
Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.
Huang, C. S. (1999). Upgrading listening comprehension I. Taipei, Taiwan: The Crane Co., Ltd.
Huang, Y. L. (2005). How to improve low-achievers` listening abilities─using PE students as an example. Unpublished Master’s Thesis. National Chengchi University.
Hughes, A. (2003). Testing for language teachers. (2nd ed.). Cambridge. New York: Cambridge University Press.
Huy, Le, M. (2000, January). The role of music in second language learning: A Vietnamese perspective. Paper presented at the Combined 1999 Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education, Melbourne, Australia.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Oxford University Press.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S. D. (1999). Seeking a Role for Grammar: A Review of Some Recent Studies. Foreign Language Annals, 32(2), 245-57. Retrieved from EBSCOhost.
Kuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers. Unpublished Master`s Thesis. National Taipei University of Education.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished Master`s Thesis. National Taiwan Normal University.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. England: Oxford University Press.
Lee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rime awareness and learning motivation-a study of the second graders of Pingtung County. Unpublished Master`s Thesis. National Pingtung University of Education.
Lightbown, P. (1983). Exploring relationships between developemental and instructional sequences in L2 acquisition. In H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition, (pp. 217-243). Rowley, ,MA: Newbury House.
Lightbown, P. M., & Spada, N. (1997). Learning English as a second language in a special school in Quebec. Canadian Modern Language Review, 53, 315-355.
Lin, H. Y. (2010). A study on the effects of English song instruction on listening comprehension for EFL junior high school students. Unpublished Master`s Thesis. National Changhua University of Education.
Liu, S. Y. (2008). The effects of story grammar instruction with song teaching on Taiwanese EFL young learner’s reading comprehension. Unpublished Master`s Thesis. National Changhua University of Education.
Liu, N. L. (2009). The effects on elementary school students’ English learning motivation through integrating English songs and nursery rhymes in music classes. Unpublished Master`s Thesis. Leader University.
Long, M. H. (1982). Does second language instruction make a difference? A review of research. Paper presented at the 16th Annual TESOL Convention, Honolulu, Hawaii, May, 1982.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language Teachers. In Young, D. J. (ed.). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill, pp. 24-45.
Medina, S. L. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Retrieved from EBSCOhost.
Ministry of Education, Republic of China. The Nine-Year Integrated English Curriculum Guidelines of Elementary and Junior High School. Retrieved August, 7, 2011, from http://www.edu.tw/eje/content.aspx?site_content_sn=15326
Mora, C.F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152.
Murphy, T. (1990). The song stuck in my head phenomenon: A melodic din in the lad? System 18 (1), 53-64.
Nassaji, H. , & Fotos, S. (2004). Current development in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.
Nunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle & Heinle Publishers.
Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674. Retrieved from EBSCOhost.
Paulston, C. B. (1971). The Sequencing of Structural Pattern Drills. TESOL Quarterly, 5, 197-208.
Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedures. Massachusetts: Winthrop.
Pavesi, M. 1986 Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 8(1): 38-55
Pérez-Llantada Auría, Mª del Carmen (2007). New Trends in Grammar Teaching: Issues and Applications An interview with Prof. Diane Larsen-Freeman. Atlantis 29.1, 157-163.
Pica, T. (1985). The selective impact of classroom instruction on second language acquisition. Applied Linguistics, 6(3), 214—222.
Pienemann, M. 1989: Is language teachable? Applied Linguistics, 10(1), 52-79.
Pien, T. M. (2007). Effects of using pictures in the English song instruction on English learning of third graders. Unpublished Master’s Thesis. National Kaohsiung Normal University.
Politzer, R. (1968). The role and place of the explanation in the pattern drill. International Review of Applied Linguistics, 6, 315-331.
Rafiee, M; Kassaian, Z., & Dastjerdi, H. (2010). The application of humorous Song in EFL classrooms and its effects on listening comprehension. English Language Teaching 3(4), 100-108.
Richards, J. C., & Renandya, W. A. (2003). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Richards, J., & Rodgers, T. (2001). Approaches and methods in languages teaching (2 nd ed.). New York: Cambridge University Press.
Rivers, W. M. & Temperley, M. S. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press.
Rubio, F; Passey, A & Campbell S. (2004). Grammar in Disguise: The hidden agenda of communicative language teaching textbooks RAEL - Revista Electrónica de Lingüística Aplicada 3, Universidad de Utah, p.158-176. Retrieved from: dialnet.unirioja.es/servlet/fichero_articulo?articulo=1396249&orden=28335- The National Capital Language Resource Center, Washington, DC (N.D).
Sauvignon, S. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia: Center for Curriculum Development.
Schmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-58. Retrieved from EBSCOhost.
Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet TESOL Journal, 7(2).
Schumann, J. H. (1978). Second language acquisition: the pidginization hypothesis. In
Hatch, E. M., editor, Second language acquisition: a book of readings. Rowley, MA: Newbury.
Skehan, P. (1996). A framework for the implementation of task-based instruction.
Applied Linguistic, 17(1), 38-62.
Skinner, B. F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall.
Spada, N. (1987). Relationship between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 8, 137-161.
Stansell, J. W. (2005) The use of music for learning languages: a review of the literature. University of Illinois at Urbana-Chmpaign. Retrieved July 25, 2011, fromhttp://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htm
Stevick, E. (1996). Memory, meaning and method: A view of language teaching. Boston: Heinle & Heinle.
Stokes, J. (2008). The Effects of Music on Language Acquisition. CELE Journal, 16.
Swain, M., & Lapkin, S. (1989). Canadian immersion and adult second language teaching: What’s the connection? Modern Language Journal, 75, 150-159.
Terrell , T. ( 1991 ). The role of grammar instruction in a communicative approach . Modern Language Journal, 75, 52-63.
Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.
Ur, P. (1996). A Course in language teaching: Practice and theory. Cambridge University Press.
Vilson, J, Leffa. The role of exercises in computer-mediated language learning. In: INFORMÁTICA 2007: XII CONVENCIÓN Y EXPO INTERNACIONAL, 12, 2007, Havana. Las Tecnologias de la información y las comunicaciones y su contribución a un mundo mejor. Havana: Ministério de la Informática y las Comunicaciones de la República de Cuba, 2007. 1 CD.
Wallace, W. T. (1994). Memory for music: effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1471-1485.
Weslander, D. and Stephany, G. V. (1983). Evaluation of an English as a second language program for southeast Asian students. TESOL Quarterly, 17(3), 473-80.
Whittaker, F. (1981). Notes on Grammar: Singing in ESL with Songs for the Grammar Class. Honolulu, HI: (ERIC: Document Reproduction Service No. ED2073336).
Willis, J. & Leaver, B. (Editors). (2004). Task-based Instruction in Foreign Language Education. Practices and Programs. USA: Georgetown University Press.
Wong, W. & VanPatten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36, 403-423.
Yang, L. C. (2002). Effects of an English singing program on English learning for TC and Non-TC learners in junior high school. Unpublished Master`s Thesis. National Kaohsiung Normal University.

文世豪（2009）。以英語流行歌曲提昇國小六年級學生英語學習成效與學習態度之行動研究。國立台北教育大學兒童英語教育研究所碩士論文。
李美誼（2005）。多媒體英語歌曲教學對提升國小學童學習動機與學習成效之研究（未出版碩士論文）。屏東師範學院，屏東縣。
李淑敏 (2011)。英語歌曲融入教學對國中生英語學習成就及動機影響之研究、國立台中教育大學課程與教學研究所碩士論文。
高崇哲（2007）。傳統文法教學與溝通式教學法之歌唱融入文法教學對英語學習焦慮與文法學習成效之比較研究。未出版碩士，國立彰化師範大學教育研究所，彰化縣。
張淑真（2008）。電腦輔助多媒體英語流行歌曲教學對國小學童英語習得動機與成就之效益研究（未出版碩士論文）。高雄師範大學，高雄市。
劉乃綸（2009）。英文歌曲和童謠融入音樂課教學對國小學童英語學習動機之影響（未出版碩士論文）。立德大學，臺南市。		zh_TW