The Effect of Music Composed as an Input Mode on High Intermediate L2 Learners' Knowledge and Retention of the Meaning of Difficult English Words

Autor/inn/en	Hashemi, Mohammad R.; Yousefi, Nima
Titel	The Effect of Music Composed as an Input Mode on High Intermediate L2 Learners' Knowledge and Retention of the Meaning of Difficult English Words
Quelle	In: International TESOL Journal, 16 (2021) 7, S.86-108 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2815-0724
Schlagwörter	Difficulty Level; Second Language Learning; Knowledge Level; Retention (Psychology); English (Second Language); Musical Composition; Student Attitudes; Linguistic Input; Vocabulary Development; Foreign Countries; Adult Students; Indo European Languages; Word Lists; Iran + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Zweitsprachenerwerb; Wissensbasis; Merkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Komponieren; Schülerverhalten; Sprachbildung; Wortschatzarbeit; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Indoeuropäisch; Wortliste
Abstract	The present quantitatively-driven mixed methods study aimed at exploring the effect of musical input as a mode on intermediate L2 learners' knowledge and retention of difficult words. The data were collected in two phases. In the experimental phase, quantitative data were collected from 40 learners. An innovative method was used for the purpose of developing the treatment in the quantitative phase. That is, we composed music for each difficult word to be utilized as an input mode in the treatment condition. In the qualitative phase, a subset of the quantitative sample took part in the semi-structured interviews. The quantitative results of this explanatory mixed methods study showed that the use of music as a mode positively affected the learners' learning and retention of the meaning of difficult words. However, the qualitative findings did not fully confirm the quantitative results. (As Provided).
Anmerkungen	Academics Education International Journals. White Hart Lane, Fortich Lane, Lahug, Cebu 6000, Phillipines. Web site: https://www.academics.education/itj/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01