Pop Songs and Second Language Acquisition: An Empirical Quantitative Investigation
Date: 2020
Subject: second language acquisition
pop songs
implicit learning
SLA theories
language pedagogy
pop songs
implicit learning
SLA theories
language pedagogy
MTMT: 32032741
Abstract:
English has become the most widespread second language in our increasingly
globalized world, which means that it has become the language that dominates
popular culture. Research has shown that popular culture infl uences second
language acquisition (SLA) especially for young learners (Gee, 2004; Ryan &
Mercer, 2011; Seidlhofer et al., 2006). However, pop songs (PS) stand out from
other popular genres because their discourse features (Murphey, 1992) have
been found to map onto SLA theories. Although studies in the past have
investigated the relationship between PSs and language learning (Murphey,
1992; Murphey & Alber, 1985; Terhune, 1997), no research has addressed the
relationship of PS on SLA in a comprehensive manner, especially with respect
to language learner groups other than young learners. Therefore, the current
article describes a quantitative study that has been carried out with learners of
English (as a second language), and it proposes a comprehensive conceptual
framework through which it attempts to explore the eff ect of PSs on SLA.
Moreover, it compares how diff erent age groups are aff ected by PSs. Additionally,
the article describes how PSs could be used in the context of SLA learning and
teaching to help learners of English become more motivated and successful.