چکیده:
Knowledge can be reflected in vocabulary repertoire; it is thus important to find
out effective methods of vocabulary teaching which can assist language learners in
the process of vocabulary learning. This study investigated the effectiveness of
teaching English vocabulary through song and non-song methods to elementary
Iranian EFL learners. Additionally, it examined the role of EFL learners’ gender
in their success in English vocabulary learning. To these ends, 100 EFL learners,
aged 9-12, were selected and were randomly assigned into two experimental
(song) and two control (non-song) groups, each with 25 male and 25 female EFL
participants. The experimental and control groups had song and non-song
instructions, respectively, for English vocabulary learning. To collect data, a 40-
item vocabulary test was developed and administered as the pretest and posttest.
Results from analysis of covariance revealed that both song and non-song
instructions had a statistically significant and positive effect on the EFL learners’
vocabulary learning. Furthermore, the female learners benefited more from the
song method whereas the males benefited more from the non-song method of
instruction. The findings imply that using songs should not be taken a panacea for
both male and female EFL learners; rather, it should serve as a supplementary
method to teaching vocabulary, particularly to young female learners in EFL
classrooms.
خلاصه ماشینی:
<H3>The Effect of Using Songs on Young Iranian EFL Learners’ Vocabulary</H3> Learning: A Case of Gender Ali Roohani * Associate Professor, Shahrekord University, Shahrekord, Iran <H3>Somayeh Akbarpour</H3> MA Student of TEFL, Shahrekord University, Shahrekord, Iran Abstract Knowledge can be reflected in vocabulary repertoire; it is thus important to find out effective methods of vocabulary teaching which can assist language learners in the process of vocabulary learning.
This study investigated the effectiveness of teaching English vocabulary through song and non-song methods to elementary Iranian EFL learners.
Results from analysis of covariance revealed that both song and non-song instructions had a statistically significant and positive effect on the EFL learners’ vocabulary learning.
Given that L2 vocabulary occupies a place in the broad zone of linguistic knowledge and in light of the significance of using songs for young language learners, the present study investigated the comparative effectiveness of using song and non-song methods in improving young Iranian EFL learners’ vocabulary learning.
g. , Alipour, Gorjian, &amp; Zafari, 2012) have compared the performances of male and female language learners’ vocabulary learning using a song method.
2. Does EFL learners’ gender make any significant difference in using song and non-song methods to improve their English vocabulary learning?
Given the biological and physiological brain differences, one plausible justification is that the female EFL participants, due to their strength in musical-rhythmic intelligence (Rammstedt &amp; Rammsayer, 2000), possibly learned vocabulary more effectively when they received verbal information and did activities such as singing, choral reading, and listening to audio recording.