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E-Thesis 749 views 344 downloads

The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning / ANNETT KAMINSKI

Swansea University Author: ANNETT KAMINSKI

DOI (Published version): 10.23889/Suthesis.54359

Abstract

This longitudinal small-scale study, which is based on data collected between 2007 and 2010in Rhineland-Palatinate in Germany, analyses the use of songs, stories and chants in primaryEFL classrooms. A multi-method design is applied involving quantitative researchinstruments, such as a questionnaire...

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Published: Swansea 2016
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Hall, Geoff ; Preece, Julian ; Tschichold, Cornelia
URI: https://cronfa.swan.ac.uk/Record/cronfa54359
first_indexed 2020-06-01T19:07:45Z
last_indexed 2020-06-21T19:10:13Z
id cronfa54359
recordtype RisThesis
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spelling 2020-06-21T18:36:28.2248975 v2 54359 2020-06-01 The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning c75830be96d2914c9ddd181acb571877 ANNETT KAMINSKI ANNETT KAMINSKI true false 2020-06-01 This longitudinal small-scale study, which is based on data collected between 2007 and 2010in Rhineland-Palatinate in Germany, analyses the use of songs, stories and chants in primaryEFL classrooms. A multi-method design is applied involving quantitative researchinstruments, such as a questionnaire distributed to primary school teachers, as well asqualitative research instruments, such as extensive participant observation and in-depthinterviews with learners as well as teachers.Questionnaire data indicates regular use of songs, stories and chants in primary FLclassrooms in the area under investigation. Audio-recorded classroom and interview discoursereveals that musical and literary texts spark learners’ interest due to the aesthetic qualities theyexhibit. Learners’ non-verbal and verbal responses show that they construct meaning fromvisual and acoustic cues that accompany songs, stories and chants and that they are eager toparticipate in the performance of these texts. Learners imitate language items immediately,their verbal participation increasing with every encounter of a song, chant or story. Learnersare able to recall individual and multi-word sequences from high-interest musical and literarytexts shortly after repeated exposure as well as 12 to 15 months later. There is evidence ofthem breaking up memorized language chunks and recombining them for generative languageuse. Furthermore, learners are able to jointly reconstruct the storyline of a picture book 12months after their first and only encounter with it, suggesting that a meaningful context hasbeen created which is accessible over an extended period of time.On the basis of these findings, it is argued that the aesthetic qualities of songs, storiesand chants foster FL learning in various ways. They support comprehension and retrieval,sustain learners’ interest and invite joint performances, all of which paves the way for themastery of multi-word sequences and creative FL use. E-Thesis Swansea EFL, Young Learners of English 30 9 2016 2016-09-30 10.23889/Suthesis.54359 A selection of third party content is redacted from this thesis. COLLEGE NANME COLLEGE CODE Swansea University Hall, Geoff ; Preece, Julian ; Tschichold, Cornelia Doctoral Ph.D 2020-06-21T18:36:28.2248975 2020-06-01T13:33:28.2742617 ANNETT KAMINSKI 1 54359__17550__d179329300da44ff8bcc820a6fa7be60.pdf Kaminski_Annett_PhD_Thesis_Final_Redacted.pdf 2020-06-21T18:33:31.3763622 Output 6881586 application/pdf Redacted version - open access true true eng
title The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
spellingShingle The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
ANNETT KAMINSKI
title_short The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
title_full The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
title_fullStr The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
title_full_unstemmed The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
title_sort The Use of Singing, Storytelling and Chanting in the Primary EFL Classroom: Aesthetic Experience and Participation in FL Learning
author_id_str_mv c75830be96d2914c9ddd181acb571877
author_id_fullname_str_mv c75830be96d2914c9ddd181acb571877_***_ANNETT KAMINSKI
author ANNETT KAMINSKI
author2 ANNETT KAMINSKI
format E-Thesis
publishDate 2016
institution Swansea University
doi_str_mv 10.23889/Suthesis.54359
document_store_str 1
active_str 0
description This longitudinal small-scale study, which is based on data collected between 2007 and 2010in Rhineland-Palatinate in Germany, analyses the use of songs, stories and chants in primaryEFL classrooms. A multi-method design is applied involving quantitative researchinstruments, such as a questionnaire distributed to primary school teachers, as well asqualitative research instruments, such as extensive participant observation and in-depthinterviews with learners as well as teachers.Questionnaire data indicates regular use of songs, stories and chants in primary FLclassrooms in the area under investigation. Audio-recorded classroom and interview discoursereveals that musical and literary texts spark learners’ interest due to the aesthetic qualities theyexhibit. Learners’ non-verbal and verbal responses show that they construct meaning fromvisual and acoustic cues that accompany songs, stories and chants and that they are eager toparticipate in the performance of these texts. Learners imitate language items immediately,their verbal participation increasing with every encounter of a song, chant or story. Learnersare able to recall individual and multi-word sequences from high-interest musical and literarytexts shortly after repeated exposure as well as 12 to 15 months later. There is evidence ofthem breaking up memorized language chunks and recombining them for generative languageuse. Furthermore, learners are able to jointly reconstruct the storyline of a picture book 12months after their first and only encounter with it, suggesting that a meaningful context hasbeen created which is accessible over an extended period of time.On the basis of these findings, it is argued that the aesthetic qualities of songs, storiesand chants foster FL learning in various ways. They support comprehension and retrieval,sustain learners’ interest and invite joint performances, all of which paves the way for themastery of multi-word sequences and creative FL use.
published_date 2016-09-30T04:47:30Z
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score 11.096892

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