Teachıng And Learnıng Of Englısh Formulaıc Sequences Through Songs

Abstract

This quasi-experimental study investigated the effects of song-based lessons to teach formulaic sequences (FS) aiming towards EFL young adult learners. This research employed an explanatory sequential mixed method design, thus data collection occurred in two phases. The first phase was quantitative data collection in which over a period of 8 weeks, 3 types of intervention classes were given in a pre-test, post-test and delayed post-test design. The research participants were 60 students taking English preparatory classes. The participants, with A1 level of proficiency, were randomly divided into three groups; (a) song group with explicit instruction, (b) song group with implicit instruction, and (c) control group. The experimental groups were introduced to the target FS by listening to 8 songs from different genres. The control group learned the FS through the song texts (lyrics) only. In the second phase, qualitative data collection was completed through semi-constructed interviews. The participants’ learning and retention of the FS were determined and compared by conducting Kruskal Wallis H, Mann Whitney U, Friedman and Wilcoxon signed rank tests. The results indicated that the addition of explicit instruction with the songs was found to be more effective while the songs did not significantly affect the participants’ retention of the FS. Additionally, no statistically significant difference was found among the songs from different genres. The qualitative data also supported that song-based lessons with music videos and direct activities were effective in learning FS. Based on the findings, pedagogical implications regarding songs and formulaic sequences in ELT were provided.