Earticle

초록

영어

This study explores elementary school students’ perceptions of English pop songs in regular English classes at a Korean elementary school. Seven 6th graders participated in the study and they were divided into three groups based on their English proficiency level. Data were collected from their interviews, written logs, and group discussions for a qualitative analysis. The results indicate that low level learners associate pop songs with the auditory factor only, while intermediate and high level learners associate the songs with both auditory and visual factors. It is also found that each individual learner exhibits his or her own music preference in selecting pop songs for learning. In addition, the socialization effect, which evokes the sense of unity, is found among the English learners who attended the pop song lessons. Finally, the study presents the results that learning pop songs contributes to self-directed learning of English. Pedagogical implications on using pop songs for a teaching material are discussed.

목차

I. Introduction
 II. Literature Review
  1. Pop Songs as a Pedagogical Tool
  2. The Influence of PSs on English Language Learning
 III. Methodology
  1. Research Context
  2. Participants
  3. Data Collection
 IV. Results and Discussion
  1. How do the Korean Elementary School Students Perceive Pop Songs Depending on their Level of Linguistic Competence?
  2. What are the Pedagogical Implications with regard to Teaching English through Pop Songs?
 VI. Conclusion
 References

키워드

저자

• Myoungyourn Cho [ Hannam University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405