gracielapaz72@hotmail.com

Pontificia Universidad Católica del Ecuador, sede Ibarra

(Ecuador)

Reception: 07/07/2022 - Acceptance: 07/19/2022

1st Review: 07/13/2022 - 2nd Review: 07/16/2022

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Suggested reference: Paz Zambrano, G.M. (2022). Music as Ludic Didactic Strategy for the Acquisition of Vocabulary in English. Lecturas: Educación Física y Deportes, 27(291), 76-89. https://doi.org/10.46642/efd.v27i291.3604

 

Abstract

    The main objective of this research is to analyze the use of music as a ludic didactic strategy for the acquisition of vocabulary of the English language as a foreign language in the students of the second level at “Dr. Gonzalo Abad Grijalva” high school, which arises due to the little knowledge of vocabulary that they have in this language. The methodological proposal has a quantitative approach, with a descriptive reach due to the information obtained through bibliographic sources and digital degree theses acquired from the Internet. The results obtained from a survey addressed to students are analyzed; which made it possible to know that music is a strategy that gives students the opportunity to increase vocabulary. The survey was carried out as a research technique, with a questionnaire of eight questions addressed to students, with a polyatomic scale. The results obtained showed that activities based on the use of songs in English do affect students and make them feel motivated when using them as a learning tool. In conclusion, it was found that the learners are at a level where they can use songs in English, which enables them to acquire vocabulary and develop the skills of learning this language, promoting oral fluency naturally.

    Keywords: Music. Acquisition of vocabulary. Ludic strategy. Didactic strategy. English.

 

Resumen

    Esta investigación tiene como objetivo central analizar el uso de la música como estrategia lúdico-didáctica para la adquisición de vocabulario del idioma inglés como lengua extranjera en los estudiantes del segundo bachillerato en la Unidad Educativa “Dr. Gonzalo Abad Grijalva”, que surge debido al poco conocimiento de vocabulario que tienen en este idioma. La propuesta metodológica es de enfoque cuantitativo, de alcance descriptivo por la información que se obtuvo mediante fuentes bibliográficas y tesis de grados digitales adquiridas del Internet. Se analizan los resultados obtenidos de una encuesta dirigida a los estudiantes; la cual posibilitó saber que la música es una estrategia que da oportunidad a los estudiantes aumentar el vocabulario. Como técnica de investigación se realizó una encuesta, con un cuestionario de ocho preguntas dirigida a los estudiantes, con escala poliatómica. Los resultados obtenidos, demostraron que las actividades basadas en el uso de canciones en inglés si causan efecto en los estudiantes y los hacen sentir motivados al usarlas como herramienta de aprendizaje. En conclusión, se obtuvo que los aprendices se encuentran en un nivel en el cual ellos pueden usar canciones en inglés, lo que les posibilita la adquisición del vocabulario y desarrollar las destrezas de aprendizaje de este idioma promoviendo la fluidez oral de forma natural.

    Palabras claves: Música. Adquisición de vocabulario. Estrategia lúdica. Estrategia didáctica. Inglés.

 

Resumo

    O objetivo principal desta pesquisa é analisar o uso da música como estratégia didática lúdica para a aquisição de vocabulário da língua inglesa como língua estrangeira nos alunos do segundo nível do “Dr. Gonzalo Abad Grijalva”, que surge devido ao pouco conhecimento de vocabulário que possuem nesta língua. A proposta metodológica tem abordagem quantitativa, com alcance descritivo devido às informações obtidas por meio de fontes bibliográficas e teses digitais adquiridas na Internet. Analisam-se os resultados obtidos a partir de um inquérito dirigido aos alunos; o que possibilitou saber que a música é uma estratégia que dá aos alunos a oportunidade de aumentar o vocabulário. A pesquisa foi realizada como técnica de pesquisa, com um questionário de oito questões dirigidas aos alunos, com escala poliatômica. Os resultados obtidos mostraram que atividades baseadas no uso de músicas em inglês afetam os alunos e os fazem se sentir motivados ao usá-los como ferramenta de aprendizagem. Em conclusão, verificou-se que os aprendizes estão em um nível em que podem usar músicas em inglês, o que lhes permite adquirir vocabulário e desenvolver as habilidades de aprendizagem dessa língua, promovendo a fluência oral de forma natural.

    Unitermos: Música. Aquisição de vocabulário. Estratégia lúdica. Estratégia didática. Inglês.

 

Lecturas: Educación Física y Deportes, Vol. 27, Núm. 291, Ago. (2022)

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Introduction 

 

    Language acquisition is addressed by scholars belonging to disciplines that diversify over time. The acquisition of a new language focuses mainly on the linguistic characteristics, taking into account other disciplines with aspects that are directly related to the study. Language acquisition is due to knowledge of vocabulary.

 

    Schmitt (2014, p. 915) stated that “vocabulary knowledge is knowledge of vocabulary components, lexical organization, receptive and productive mastery, and fluency”. It is essential that students learn to identify and recognize the content and function of each word to maintain the correct use of vocabulary. In this sense, Teng (2014, p. 47) stated that "The vocabulary learning process is incremental, which means that the acquisition of vocabulary is incremental either in the acquisition of a large volume of vocabulary or various aspects of elements individual lexicons”.

 

    It is important that, by putting it into practice, both in everyday life and in the school environment, students can acquire new words spontaneously. Music will become a reinforcement to improve the acquisition of vocabulary, if it is considered that it is a complex system of sounds, melodies and rhythms that the human being has been finding to obtain an infinity of different uses. Vuust, & Kringelbach (2010, p. 172) state that "Musical anticipation stimulates the brain in two basic ways that underlie our perception of emotional content". In short, music is of great importance since it allows human beings to express their fears, joys and feelings, benefiting them in many processes of their school and social life. (Mora et al., 2012)

 

    This research focuses on the learning and progress of vocabulary in students so that they can develop their skills in learning English such as listening comprehension, reading comprehension, linguistic comprehension and grammatical comprehension.

 

The importance of music in English 

 

    Music in the teaching-learning of English is recognized as an important pedagogical tool. Santambrogio (2017, p. 3) indicates that “music has been used as a tool for teaching languages ​​because it helps to perceive, internalize and reproduce phonetics. It also provides a motivating factor that makes the learning experience more meaningful and encourages social interaction". Music can become a powerful motivator in the classroom as there are a lot of styles of music, from classical to contemporary.

 

Acquisition of a foreign language´s vocabulary 

 

    Currently, learning another language has become a tool for improvement for all people worldwide. Therefore, it is essential that students from public and private institutions who are learning a new language feel motivated to acquire the English language. (Chumaña, Llano, & Cazar, 2018)

 

    The acquisition of the vocabulary of a foreign language can be a slow and progressive process. Therefore, it is convenient to look for strategies on how to do it or ask for expressions that are understood, considering yourself in the same language and memorizing it with daily life being enough to achieve it, instead of always seeking the help of the dictionary.

 

Linguistic competence 

 

    Linguistics is the science that studies language, it can focus on the sounds, words and syntax of a specific language, on the relationships between languages ​​or on the characteristics common to all of them. It can also help the psychological and sociological aspects of linguistic communication. Linguistics is considered the analysis and investigation of language and expressions of human speech. (Saussure, 1966)

 

    Linguistics includes fields of study such as phonology (the study of the sound patterns of language), phonetics (the study of the production and perception of speech sounds), morphology (the study of the formation and structure of words) syntax (the study of grammar and sentence structure), semantics (the study of meaning), pragmatics (the study of the purposes and effects of uses of language acquisition.

 

Sociolinguistic competence 

 

    From the position of Zubiría (2003), sociolinguistics is recognized as the study of formal and informal rules about how, when, what, to whom and for how long to communicate in certain cultural groups. Sociolinguistics is considered a discipline that studies the relationship between language and society (Pereda, & Calero, 2015). Sociolinguistic competence is used in terms of what is appropriate for different types of interlocutors, in different settings and on different topics. It examines the way people use language in different social contexts and provides a wealth of information about the way language works, as well as about social relationships in a community and the way people signal aspects of their lives. identity. social through their language.

 

Pragmatic competence 

 

    Pragmatic competence is the ability of a person to produce the desired communicative impact. It can be said that this competition is considered to speak as to do. That is, in what is said and how it is said, in addition to who says it, to whom it is said and why it is said. Crystal (2018, p. 240) determines pragmatic competence as "the study of language from the point of view of the speakers, the choices they make and the effects that this use has on the other participants in the communicative act".

 

Learning strategies 

 

    Vocabulary learning strategies are the intentional actions that are carried out expressly to achieve an end, such as the acquisition of vocabulary, which will be carried out in a reflexive and autonomous way in learning (Sánchez Lume, 2021; Fernández Lorenzo et al., 2018). The following vocabulary learning strategies will be handled in four groups: repetition, sensory, semantic and mnemonic. (Levin, Levin, Glasman, & Nordwall, 1997)

 

Repetition technique 

 

    The word repetition is understood by the action and effect of repeating. Therefore, it is understood that repeating is doing or saying what was said or done before. In addition, it is considered as a manifestation that consists in reiterating in its formal aspect part or all of the elements of a previous segment or statement, with possible changes in intonation, in the grammatical units of the language, or in the context of the sentence communication, with variations in the semantic and pragmatic sense of the new segment with respect to the previous one. (Garcés, 2004)

 

Sensory technique 

 

    The sensory is what is linked to the sense organs (perception) or sensitivity (sight, hearing, touch, taste and smell). In the study of music as a strategy for vocabulary acquisition, the sense of hearing is where sounds are conceived. This can favor the contact of young people with different vibrant practices of the environment that can be assimilated to the various sounds and rhythms, at the same time that their body produces them or through it; this art of managing the relationship of vocabulary with concrete physical action, movement or manipulation of real materials, implies improving memory capacity through the act. (Lohaus, & Herrera, 2021)

 

Semantic technique 

 

    The definition of the semantic strategy is like a plan, that is, it is the (cognitive) representation that follows a sequence that will be executed. Which consists of steps or movements, each of which contributes to its final goal. Van Dijk (1984, p. 115-116) states that "Semantics is considered as the discipline in charge of studying the meaning of words, being the lexicon, the vocabulary that makes up a language". In addition, semantic strategies are understood as semantic development in the acquisition of a new word, in its analysis of it, and in the natural identification it has with the rest of the lexicon to achieve memorization of what has been learned. Semantic strategies include Analysis of the structure and form of the word (syllables, roots, affixes, etc.), Image (mental image of the word to memorize), Contextualization (create sentences with the new word), Grouping (separate the glossary in groups) and Association (connect the new lexicon).

 

Mnemonic technique 

 

    Mnemonics is a set of memorizations and recall techniques based on the mental association of the information to be memorized with data that is already part of memory or daily practice. Wolgemuth, Cobb, & Alwell (2008, p. 4) cited that a mnemonic is typically defined "as a word, sentence, or image, device, or technique to enhance or strengthen memory". We also understand it as a short and simple sentence to remember, an expression or a rhyme in an ingenious way associating them with the elements that must be remembered and are very familiar since they are considered part of a routine, whose main characteristic is learning to have more ideas. skillfully. In addition, it is known as an intellectual process that is associated with the word obtained, which only stores images associated in an eccentric way with something that is already familiar to favor the memory of something.

 

Songs 

 

    The idea of ​​using songs to learn another language is not new. Songs are considered an effective tool for language teaching. In most of the publications that deal with the subject in question, songs are recommended for teaching phonetics, grammar or to expand the vocabulary of students. Medina (1990, p. 3) proposed that "it may be beneficial to try methods that are more like life outside the institutional classroom, which is usually filled with music, songs, stories, and visual images". Songs can serve as a starting point for conversation. Students can discuss a single song. the repertoire of a group, as well as different musical tendencies. Songs can encourage a positive emotional approach to language learning. Songs can introduce students to music and culture of particular interest to them in the target language community. While listening to a song, students begin to recognize words and notions that are easily understood by native speakers but can be difficult for foreigners.

 

    Based on the theoretical analysis developed, the research aimed to analyze the use of music as a ludic-didactic strategy for the acquisition of vocabulary of the English language as a foreign language in the students of the second high school in “Dr. Gonzalo Abad Grijalva” Educational Unit.

 

Methods 

 

    The research was deductive, due to the information obtained from other projects that have contributed knowledge and experience to make this project possible in other educational areas such as the acquisition of vocabulary through music in English. Both variables were considered, the independent one being music as a didactic tool, and the dependent one being the acquisition of vocabulary in English.

 

    The research was carried out in “Dr. Gonzalo Abad Grijalva” Educational Unit, from Chone, Ecuador, to a study population of 51 students who are in high school, with a corresponding level of A2.1 according to the Common European Framework, being of both sexes, with an estimated age of 16 to 19 years, of low economic level. The Educational Unit “Dr. Gonzalo Abad Grijalva” is a public institution, with different levels of education from preschool, basic primary, upper basic and secondary, with 738 students.

 

    The research design is descriptive, with a mixed approach. The technique used for data collection was the student survey; and as an instrument, the questionnaire, with a Likert-type scale, with eight polytomous questions with options of "always", "almost always", "sometimes" and "never", the analysis was descriptive and statistical, so the interpretation of the data was collected through field research.

 

    The validity of the questionnaire was evaluated by experts with a postgraduate level in the study area, determining that it met the appropriate characteristics for its application. Data analysis was performed with the Microsoft Excel processor, calculating relative and absolute frequencies.

 

    Additionally, the theoretical research was developed by applying methods such as historical, systemic and hypothetical-deductive, based on scientific documents from databases and academic repositories.

 

Results 

 

    Figure 1 shows the results related to the linguistic competence of the students, who were asked if the acquisition of vocabulary in the English language through music allows them to develop and acquire communication skills, such as speaking, reading, write and listen.

 

Source: Own elaboration from survey

 

    It was verified that, of the 51 students, 32 of them, representing 62.75%, said always. 17.65% expressed that almost always and the same percentage as sometimes; while 1.96% said never. What makes analyze that student understand the vocabulary through music. It is important to highlight that only a few students do not understand the vocabulary through the songs. Therefore, students do not express dislike or rejection of English. In this sense, it is important to motivate and achieve the students' liking for the English language so that they acquire vocabulary and obtain significant learning of the language, looking for strategies that allow students to improve their communicative competence.

 

    For its part, Figure 2 shows the results associated with sociolinguistic competence, when asking whether they consider themselves capable of adequately producing and understanding linguistic expressions associated with the culture of their environment.

 

Source: Own elaboration from survey

 

    It is observed that 33.33% said always, 19.61% said sometimes, 43.14% almost always and 1.96% never. This shows that they do feel capable of adequately producing or understanding linguistic expressions despite their limited vocabulary, which allows them to associate them with the culture around them.

 

    In relation to the pragmatic competence, the students were asked if they were able to organize sentences in sequences to produce text fragments, the results of which are shown in the following figure.

 

Source: Own elaboration from survey

 

    52.94% responded that sometimes and 3.92% never. Therefore, it is shown that students cannot organize sentences completely, either because a lot of imagination is needed to create fragments, and the level of vocabulary they have is low, which does not make it easy for them to create them.

    

    Figure 4 shows the responses related to the repetition technique, on whether students consider that the repetition of a word, whether oral, written or read, helps them retain it longer.

 

Source: Own elaboration from survey

 

    As evidenced, 52.94% said that they only sometimes succeed, 25.49% said that they almost always retain the word, 17.65% said that they always, and 3.92% said that they do not retain the words with repetition, either oral or written. Although repetition is the act of repeating an action over and over again, students did not fully agree that they retain new vocabulary longer despite repeating it through different activities, both oral, written and read.

 

    In question five of the questionnaire, what was related to the sensory technique was addressed, specifically if the students believe that listening to songs in English that they find pleasant improves vocabulary retention.

 

Source: Own elaboration from survey

 

    According to the results, 43.14% answered always and 33.33% sometimes, 17.65% answered almost always and 5.88% said never. In the study of music as a strategy for vocabulary acquisition, the sense of hearing is where sounds are conceived and as this research deals with the acquisition of vocabulary through music, the sensitivity of the senses plays a important role, so it is enjoyable and a strategy that helps retain words and thus increase the lexicon in students.

 

    The sixth question was related to the semantic technique, asking if they are capable of creating a sentence for the newly acquired word, providing it with a context where its semantic content is enhanced. The results are shown in Figure 6.

 

Source: Own elaboration from survey

 

    As can be seen, 49.02% said that sometimes, 25.49% answered that always, 15.69% responded almost always and 9.08% said never. Students find it a bit difficult for a newly acquired word to provide context because they don't know the meaning of that word. In addition, semantic strategies are understood as semantic development when acquiring a new word, so the student must create the acquired word with a mental image and thus be able to analyze it and feel the desire to memorize it and with this word create a phrase and associate it. with the new lexicon.

 

    Regarding mnemonic techniques, it was inquired whether the students consider that the mental activity of creating images or scenarios with the acquired words will contribute to the formation of connections that improve their memory; the results being the following.

 

Source: Own elaboration from survey

 

    37.25% of the students said always, 33.33% answered almost always, 25.49% said sometimes and 3.92% said never. Most of the students are aware that this kind of technique would help them with memorization and recall with vocabulary acquisition; since, with simple sentences, they will be able to remember and become familiar with the new word or phrase.

 

    Finally, the question was asked about the role played by the lyrics of the songs, specifically if they memorize the lyrical vocabulary in which the author expresses his emotions or feelings in the music in English; showing the results in Figure 8.

 

Source: Own elaboration from survey

 

    39.22% answered sometimes, 33.33% answered always, 19.61% and 7.84% answered never. Therefore, it was recognized that students show that they cannot fully memorize the vocabulary of the lyrics of the songs in which the authors convey their emotions or feelings, and this is due to the fact that they do not know how to use the words according to their content and function that is found in a song in English, or they cannot narrate it or they cannot maintain objectivity in music in which they can rarely describe any situation in the environment in which they live.

 

Discussion 

 

    The results of the applied survey allowed to establish that in the second baccalaureate of the educational unit studied, teachers use songs in English as a playful resource in the teaching-learning process of this language, in order to increase the vocabulary of students. taking advantage of one of the multiple intelligences such as music to achieve better learning. It should be noted that the theory on multiple intelligences manifests as one of the aspects to influence positive results of learning a foreign language, precisely musical intelligence. (Gardner, 2015)

 

    Regarding communicative competences, the level of vocabulary acquisition presented by high school students was analyzed. To which the majority of the students specified that with the knowledge of the vocabulary they have been able to understand this language more easily and have been able to put it into practice in the different activities in which linguistic theories are developed. Chomsky (1965, p. 4) stated that “The notion of linguistic competence to refer to the innate ability of an ideal speaker and listener to emit and understand a limited number of sentences in a homogeneous speech community”. On the other hand, based on the work of Larsari (2011), it is recognized that communicative capacity influences the daily life of individuals. The investigation showed that a considerable percentage of students manage to create and understand terms that are related to culture and another language.

 

    According to Areiza, Cisneros, & Tabares (2019), sociolinguistic analysis becomes more important in societies where various languages ​​proliferate and socioeconomic development is low-medium, as is the case in Ecuador. The link of this discipline occurs at a social level, at a cultural level, at a communicative level and at a linguistic level. This is the reason why learning English vocabulary is beneficial in order to learn about other cultures related to the acquisition of another language.

 

    The findings show that a considerable number of students understand the grammar of English, and this is about the knowledge of certain pragmatic principles, in which the ability to achieve the adequate and active use of the language guarantees communicative intentions. For her part, Escandell (1996, p. 632) states that “pragmatic competence, which also reflects internalized knowledge, is not guided by the same theoretical instruments as grammatical competence”.

 

    A sequence of arguments is articulated that leads to the consideration that the acquisition of this competence gives students the possibility of understanding oral and written speeches from different areas of language use and interpreting them with a critical attitude, in order to apply their understanding to new communicative situations, which gives rise to the generation of new learning.

 

    The learning strategies carried out by students for the acquisition of vocabulary through music in English were described. Analyzing the question, what kind of strategies can improve the level of vocabulary acquisition? The students agreed that repetition, sensory, semantic and mnemonic techniques are the strategies used by students and teachers to improve vocabulary acquisition. The repetition of a word, whether oral, written or read, helps retain it longer.

 

    Beaugrande, & Dressler (1997, p. 134) state that "Total or partial repetition is one of the mechanisms that give cohesion to a text". The words that are more easily retained are when the method used is pleasant to the ear of the person who perceives them, in the lyrics of the songs in English in this sense the sensory strategy focuses on the sense of taste for music in this language, Therefore, they are used to improve the acquisition of vocabulary during the teaching-learning process.

    

    According to García (2012), sensory strategies are based on the possibility that vocabulary is better retained as it is processed through different sensory channels and motor experiences. It is necessary to know that from a new word the speaker can create a sentence giving it a different context, for this it is necessary to differentiate the concept of semantic content with that of content of meaning since semantics is the one that studies the meaning that we express to through language. natural. In the acquisition of vocabulary, the speaker establishes a link that relates an object in the world and a symbolic expression. This is what could be evidenced in the survey, the students agreed that the mental activity of creating images or scenarios with the acquired words contributes to the formation of connections that improve their memory.

 

    When defining the lyrics of the songs, it is evident that the students know how to interpret the vocabulary of the lyrics in which the author expresses his emotions or feelings, as Staël argues (1968, p. 206) “Lyric poetry is expressed in the name of the author himself, he no longer assumes a character, but experiences in his own person the various emotions he describes”. This agrees with the responses of the students, it is that they feel identified with the lyrics of the songs and relate them to their lives, it could be said that they make it their own, depending on the content it has and is manifested in it.

 

Conclusions 

 

    Despite the problems generally recognized prior to this research on the little knowledge of English vocabulary in students, it was shown that songs are of great help to them since it facilitates the memorization of words, and this allows them to learn the meaning of the lexicon in a different language. In addition, it can be understood that communication in a foreign language would occur with adequate knowledge of the vocabulary, a student who is learning this language will be able to do it in a simpler way by following the course material with those exercises that the teacher tells him to practice. from the base of the language using videos in English with real situations, pronunciation practice or the proper use of English vocabulary.

 

    The proper choice of songs has great potential in both literary analysis and grammatical constructions, and at the same time vocabulary must be included. This phase of the language learning process is vital and if students listen to music in English at home and dedicate the time they need to it, they will be able to take much more advantage of the class with their teacher to solve doubts and do things in a group exercises and collaborative practices.

 

    The teaching of a language has been achieved throughout history through music as a ludic didactic strategy, which has been used to positively teach the individual. In this survey it was found that students show interest in increasing their vocabulary through music, most manage to understand the lyrics of the songs, increasing linguistic and communication skills at the same time that they can relate it to reality, putting in practice skills of the English language such as listening, reading, writing and speaking.

 

    From this, it deducts that music in English as a ludic didactic strategy allows students to develop linguistic techniques, which let them to acquire the necessary vocabulary to respond effectively to genuine communicative phases; therefore, it is necessary to work on communication as an approach, so that they can develop their skills since students are in the stage of precise actions, this perspective contributes to understanding English as usual, that is, in everyday life. To better illustrate the results, it is verified that the learning strategies and the different activities used for the acquisition of vocabulary have given results in the students, although not 100%, but the objective of vocabulary acquisition has been achieved. having music as a ludic didactic tool.

 

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Lecturas: Educación Física y Deportes, Vol. 27, Núm. 291, Ago. (2022)