Publicação
Developing Vocabulary in English as a Foreign Language through Music
| Resumo: | Vocabulary is the backbone of foreign language acquisition and an essential tool for effective communication, whether in spoken or written form, because words are central to listening, speaking, reading, and writing. Due to its importance, vocabulary teaching deserves special attention in the English as a Foreign Language (EFL) classroom. Paul Nation (2001 and subsequent work) proposes a framework for vocabulary learning and teaching known as the four strands approach, which, according to the author, offers a well-balanced approach to vocabulary learning throughout a language course. Each strand has a specific role, and for each, different types of activities are recommended. The meaning-focused input strand focuses on listening and reading activities, promoting incidental vocabulary learning, while the meaning-focused output strand involves writing and speaking activities, which aim to develop learners’ productive knowledge of vocabulary. The language-focused learning strand involves deliberate vocabulary learning, and fluency development, as the name indicates, focuses on developing fluency in language use. Music is also a powerful tool for learning new vocabulary, due to its rhythm, melody and repetition, which aid in memorizing words. Song lyrics expose learners to authentic language, while motivating them to learn, since they often feel emotionally connected to the topic. This report presents an action-research project on vocabulary teaching and learning conducted with 7th-grade and 11th-grade students at a school in the Greater Lisbon area. The project aimed to address the following research questions: How can Nation’s (2001) four strands be used as a framework for teaching and learning vocabulary in the EFL classroom?; How can music be used to develop students’ vocabulary within the four-strands approach?; Can the four-strands framework promote effective vocabulary learning in the EFL classroom? The report reviews existing research on vocabulary learning and teaching in EFL, as well as the role of music in EFL teaching. It also details the various phases of the action-research project, including observation, planning, teaching intervention, and reflection on the outcomes. |
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| Autores principais: | Frade, Susana Maria Miranda Fernandes |
| Assunto: | Quatro pilares Vocabulário Música Inglês língua estrangeira Four strands approach Vocabulary Music EFL |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | Vocabulary is the backbone of foreign language acquisition and an essential tool for effective communication, whether in spoken or written form, because words are central to listening, speaking, reading, and writing. Due to its importance, vocabulary teaching deserves special attention in the English as a Foreign Language (EFL) classroom. Paul Nation (2001 and subsequent work) proposes a framework for vocabulary learning and teaching known as the four strands approach, which, according to the author, offers a well-balanced approach to vocabulary learning throughout a language course. Each strand has a specific role, and for each, different types of activities are recommended. The meaning-focused input strand focuses on listening and reading activities, promoting incidental vocabulary learning, while the meaning-focused output strand involves writing and speaking activities, which aim to develop learners’ productive knowledge of vocabulary. The language-focused learning strand involves deliberate vocabulary learning, and fluency development, as the name indicates, focuses on developing fluency in language use. Music is also a powerful tool for learning new vocabulary, due to its rhythm, melody and repetition, which aid in memorizing words. Song lyrics expose learners to authentic language, while motivating them to learn, since they often feel emotionally connected to the topic. This report presents an action-research project on vocabulary teaching and learning conducted with 7th-grade and 11th-grade students at a school in the Greater Lisbon area. The project aimed to address the following research questions: How can Nation’s (2001) four strands be used as a framework for teaching and learning vocabulary in the EFL classroom?; How can music be used to develop students’ vocabulary within the four-strands approach?; Can the four-strands framework promote effective vocabulary learning in the EFL classroom? The report reviews existing research on vocabulary learning and teaching in EFL, as well as the role of music in EFL teaching. It also details the various phases of the action-research project, including observation, planning, teaching intervention, and reflection on the outcomes. |
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