Songs for enhancing oral communication

through the acquired of vocabulary

https://doi.org/10.47230/unesum-ciencias.v7.n1.2023.707

Revista UNESUM-Ciencias

Volumen 7, Número 1, 2023

Universidad Estatal del Sur de Manabí

ISSN-e: 2602-8166

Canciones para mejorar la comunicación oral mediante la

adquisición de vocabulario

REVISTA UNESUM-Ciencias

UNIVERSIDAD ESTATAL DEL SUR DE MANABÍ

Volumen: 7

Número: 1

Año: 2023

Paginación: 23-36

URL: https://revistas.unesum.edu.ec/index.php/unesumciencias/article/view/707

*Correspondencia autor: cmoncada1493@gmail.com

Recibido: 27/09/2022 Aceptado: 21/01/2023 Publicado: 28/02/2023

Cinthia Margoth Moncada Cevallos

https://orcid.org/0000-0002-0146-1306

Carlos Chancay Cedeño

https://orcid.org/0000-0001-9505-2791

1. Licenciada en Ciencias de la Educación, mención Ingles, idioma electivo; Maestría profesional en Pedagogía de los idiomas nacionales

y extranjeros, mención enseñanza del idioma inglés de la Universidad Técnica de Manabí, Portoviejo, Ecuador.

2. PhD. Carlos Chancay Cedeño; Docente de la Universidad Técnica de Manabí; Portoviejo, Ecuador.

RESUMEN

A la hora de aprender una lengua extranjera, es necesario tener en cuenta que existen varios factores que

inﬂuyen en su adquisición, entre ellos la metodología que utiliza el docente en el aula. Es necesario considerar

cuál es el papel que juegan los profesores de lenguas extranjeras en el proceso de enseñanza de idiomas,

sus características son sus límites, objetivos y cómo alcanzarlos. La música didáctica es la metodología que

se lleva a cabo cuando una persona necesita desarrollar los sentidos como el auditivo, intelectual, sensorial,

el habla y principalmente el sentido motor del niño. Esta investigación fue exploratoria, con un enfoque cuan-

titativo. La población fueron los estudiantes de primer año del Bachillerato General Uniﬁcado (BGU) de la

Unidad Educativa Fiscal “Galo Plaza Lasso” de Jipijapa – Manabí, a quienes se les aplicó una encuesta. Los

resultados sugieren que el uso de canciones ayuda a los estudiantes a obtener y adquirir nuevo vocabulario,

así como expresiones gramaticales.

Palabras clave: Lenguaje, Pedagogía, Didáctica Musical, Auditiva, Metodología de Enseñanza-Aprendi-

zaje.

ABSTRACT

When learning a foreign language, it is necessary to take into account that there are several factors that

inﬂuence its acquisition, including the methodology used by the teacher in the classroom. It is neces-

sary to consider the role of foreign language teachers in the language teaching process, their limits,

goals and how to achieve them (Abdullaev, 2021). Didactic music is the methodology that is carried out

when a person needs to develop the senses such as auditory, intellectual, sensory, speech and main-

ly the child's motor sense. This research was exploratory, with a quantitative approach. The popula-

tion was the ﬁrst year students of the Uniﬁed General Baccalaureate (BGU) of the Fiscal Educational Unit

""Galo Plaza Lasso"" of Jipijapa – Manabí, to whom a survey was applied. The results suggest that the use

of songs helps students to concentrate and acquire new vocabulary, as well as grammatical expressions.

Keywords: Language, Didactics, Teaching-Learning Methodology, Vocabulary Acquisition.

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Introduction

When learning a foreign language, it is ne-

cessary to take into account that there are

innumerable factors that inﬂuence its ac-

quisition. If these exist, it is necessary to

consider the importance of knowing them

and, at the same time, understanding them

to achieve the goal of the optimal language

learning process. Within these factors we

can ﬁnd those related to the development of

communication skills in another language.

There is a need to understand how these

can inﬂuence and to what extent in the de-

velopment process of oral productive and

perceptual skills. By better understanding

these phenomena, it is possible to consider

the role that foreign language teachers can

play in the language teaching process, its

limits, objectives and how to achieve them

(Abdullaev, 2021).

In the teaching of English, a series of me-

thods, techniques, strategies and materials

are used to make teaching more effective.

The teaching of oral communication is a

challenge for teachers in the area of langua-

ges. One reason may be that, in most ca-

ses, the student has no way to practice this

skill outside of English class. Also, in some

cases, not enough time is spent practicing

this skill; or the activities are not appropriate

for that purpose.

That is why getting the student to communi-

cate is a great responsibility of the teacher,

who must have strategies and techniques

that facilitate the student's development of

this skill, oral production (Toro y otros, 2019).

Learning English, as well as any other fo-

reign language, can be done in a simple,

easy and fun way, facilitating the acquisition

of words and phrases of greater practical

use in the most appropriate contexts. In re-

cent years, the use of songs in the English

learning process is a useful complement

that helps develop linguistic levels such as

phonetic-phonological, grammatical and

semantic, as well as psycholinguistic as-

pects. However, there are still problems in

the acquisition of the English language due

to the lack of interest and attention of the

students during their learning.

Currently, one of the most common pro-

blems that are evident regarding oral com-

munication in a foreign language is the mis-

pronunciation of the letters of the alphabet

and the fact of not taking into account the

segmental sounds within it. The difference

between sounds ending in T or TH is not

marked, which limits the pronunciation of

new vocabularies. Most of the students do

not know and do not clearly understand the

basic knowledge of English, such as perso-

nal pronouns, the verb Be and its use within

a conversation, since most of the verbs in

English depend a lot on the pronouns to give

a meaning. correct meaning of the sentence

within a given context (Mustapha, 2019).

There are English grammars that involve

the use of the verb BE and how it should

be involved and function in the present and

past tenses. In English, most words except

foreign words lack accents to emphasize

the vowel sound. For this reason, the lack

of correct intonation in the words of the vo-

cabulary that is taught is a latent problem

in institutions, which is why teachers have

seen the need to implement new tools, such

as songs, not only to arouse interest but to

guarantee the learning process.

This problem does not allow to differentia-

te the sounds of one word from another, for

example, the singular and plural of words

or the use of verbs in the present and past.

When pronunciation and intonation are not

clear to students, trying to organize con-

versations or learn greetings in English be-

comes frustrating. Verb tenses cannot be

differentiated orally when a conversation

takes place both in the present and in the

past. The lack of complementary materials

for the development of topics in English is

another obstacle that limits the teaching of

the foreign language. Many of the books in

English that the institutions have within their

reach are not complemented with didactic

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materials that can effectively reinforce the

teaching of learning (Vásquez Aguiar & Toa-

la Angulo, 2022), so this research aims to

establish the importance of songs to impro-

ve oral communication, in such a way that

so that the songs put into practice in the

classroom create a pleasant environment

that reduces anxiety and the affective ﬁlter.

Development

Literature Review

Didactic music

The methodology is carried out when a per-

son needs to develop the senses such as:

auditory, intellectual, sensory, speech and

mainly the child's motor sense, although this

can be done at any age. The characteristics

of didactic music must be appropriate and

simple so that these senses can be activa-

ted in a pleasant way.

The music has its origin in Latin music that

derives from the Greek term mousike and

that in ancient times was a reference to wors-

hip, controlled by high civil and religious au-

thorities. It is formed by a system of sounds,

melodies and rhythms, being pleasant to

the ear. Some theories afﬁrm that it was born

more than 50,000 years ago, and its origin

derives from the imitation of the sounds of

nature. However, it is also said that music

is born with the human being due to the

sounds emitted by the heart, considered a

cultural representation. (Romanelli, 2020).

Educational music offers a series of beneﬁts

to children and adolescents, generating a

variety of feelings, in which they are taught

to have self-esteem and recognize their per-

sonality. Some of the beneﬁts are as follows:

• Allows children to develop their musical

ear.

• Promotes artistic expression.

• It will allow to participate, organize and

synchronize the movements.

• Singing with an instrument helps stimu-

late touch

• Develops imagination and creative abi-

lity.

• Strengthens memory

• Helps in the treatment of language pro-

blems.

• Helps externalize emotions.

• It facilitates social relationships and is a

cultural reference (Kreutz & Nater, 2021).

Currently, the teacher is the one who creates

pedagogical training, focusing on the area

of language and literature, paying special

attention to musical dictations. These could

have good results in spelling, writing, impro-

ving memory and hearing of the child. The

teacher will guide and evaluate the results

obtained. The child's education can reﬂect

his future personality, which mainly comes

from the family and the characteristics of di-

dactic music to achieve a better intellectual

society (Aguayo et al., 2021). Educational

music is easy to understand and memorize,

it has simple, repetitive and rhythmic lyrics,

which are generally accompanied by move-

ments, gestures or motor games. It is con-

sidered a pleasant music because children

play and, at the same time, participate in

cultural activities (Zainuddin y otros, 2019).

The songs

Music education involves verbal language,

body language and graphic or plastic lan-

guage. The integration of music in the tea-

ching-learning process has the following

advantages:

• It stimulates training in values such as

mutual respect, diversity of opinions and

criteria, discipline, socialization, develo-

pment of self-image and self-esteem.

• Respect for the rules that are establi-

shed.

Moncada Cevallos, C. M., & Chancay Cedeño, C.

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• Motivation towards responsibility and

decision-making with freedom.

• It values the work of the student popu-

lation as a whole and at the same time

individually, which allows teamwork to be

implemented and leadership to be pro-

moted (de Freitas Martins y otros, 2018).

• The collaboration of a specialist in the

area of music would facilitate a coordina-

ted approach to the set of learning and

be able to use music in learning the lan-

guage and, in this case, English, to learn

other musical content, as well as carry

out the following Appreciations about the

songs and their didactic use:

• Singing is an instrument of exchange,

favors socialization and is also a signiﬁ-

cant content in school.

• The words are internalized and incor-

porated when singing, especially when

creating songs.

• The value of words is enriched or incor-

porated internally when accompanied

by music. The process of this integration

causes words and music to ﬂow conti-

nuously from expression to communica-

tion.

Music, as a didactic strategy for teaching a

second language, can emphasize that this

process is basic, where it is necessary to

arouse the pleasure of listening, become fa-

miliar with and recognize the basic charac-

teristics of sound in terms of height, duration,

intensity and timbre. of the door. Continuing

with this line of argument, the following be-

neﬁts of the use of music, in general, and

songs, in particular, in second language

teaching classes are listed.

• Introduce new words, expanding the

grammatical structure.

• Sing popular songs from the culture of

the language.

• Learn about the history of a country

through its music and performances

such as dances, auditions, authors.

• Facilitate phonetic intonation of speech.

• Use sound structures previously used in

music class.

• Investigate the sound to apply it to a pro-

posed grammatical structure.

• Enrich vocabulary.

• Carry out motivating experiences (Muji-

ca Medina, 2019).

It can be considered that the songs are an

indisputable tool to develop listening and

expression skills, which by joining them to

the most frequent words or expressions of

the English language can make students

more familiar with the language, thus facili-

tating its teaching-learning.

Oral communication

Humans, unlike other animals, can express

ourselves through words. Today's socie-

ty demands a high command of both oral

and written communication. All those peo-

ple who cannot express themselves clearly

and coherently, with minimal correction, are

lowering their professional and relationship

expectations. Oral communication must

consist of the emission of information or

message through a communicator or sen-

der and a reaction or response to the mes-

sage or information received by the commu-

nicator or receiver.

To ensure that the communication is easily

understood by the interlocutors, some prin-

ciples must be taken into account, such as:

• Deﬁnition: Brieﬂy indicate the reason for

the exhibition before beginning, what is

to be achieved with it, the reasons that

lead us to intervene, etc.

• Structure: It must be ensured at all times

that the message to be broadcast is well or-

dered by stages and in a coherent manner.

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• Emphasis: Here it is about praising those

words or phrases that reinforce the pre-

sentation, applying strategies such as

raising the tone of voice a little more or

making small pauses.

• Repetition: It is convenient to deepen

and repeat all those words and phrases

that help capture the attention of the in-

terlocutor and thus enable a better un-

derstanding of the message.

• Simplicity: try to expose the ideas in the

clearest and most direct way, using the

most accessible vocabulary for the inter-

locutor (Javed, 2022).

• In addition to the aforementioned princi-

ples , care should be taken at all times

that the message has the following cha-

racteristics:

• Clarity: Avoid confusing words, technical

expressions, etc., and use short para-

graphs and sentences.

• Brevity: It is important to stay on topic.

• Courtesy: You have to greet and intro-

duce yourself before you start speaking,

maintain a positive attitude during the in-

troduction, etc.

• Closeness. Expressions must be used

in the ﬁrst person and avoid impersonal

treatment of the recipient.

• Oral communications can be classiﬁed

according to the number of participants:

• Singular: One or more receivers do not

have the immediate possibility of respon-

ding and, therefore, of playing the role of

emitter, as in political speeches, keynote

presentations or recorded songs.

• Dual: Two interlocutors can alternatively

adopt the roles of sender and receiver.

Telephone calls, interviews and dialo-

gues between friends are of this type.

• Plurals: Three or more interlocutors can

alternatively adopt the roles of sender

and receiver. This type of oral communi-

cation occurs in situations such as a nei-

ghborhood meeting, a class debate or

a conversation between several friends

(Harappa, 2020).

Dialogue, in its different variants such as a

conversation, a debate or a round table, is

the basic oral communication between two

or more people. For dialogue to occur, these

ﬁve conditions are required:

• The presence of two or more interlocu-

tors.

• An alternation in replicas.

• An exchange of information.

• A speciﬁc linguistic form or common lan-

guage for both interlocutors.

• Cohesion and coherence in the exhibi-

tions.

For the dialogue to be effective, both inter-

locutors must try to maintain the attitudes

listed below:

• Conﬁdence.

• Respect.

• Distension.

• Interest.

The speech or exposition consists of the or-

dered exposition by a speaker of the ideas,

thoughts or knowledge on a certain subject

to try to inform or convince another person,

as well as to question other beliefs on the

exposed subject. Before any oral presenta-

tion before any other person or public, it is

necessary to prepare a script or outline that

contains the central ideas of our speech. To

do this, some guidelines must be followed:

• Establish, with accuracy and precision,

the central idea of the message through

a brief introduction to the topic.

• Use a pleasant, concise and direct lan-

guage that should not be difﬁcult to un-

derstand and with which it will be possi-

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ble to capture the attention of the public.

• Reinforce the central idea with few es-

sential points.

• Pay special attention to quotes, anecdo-

tes, statistics, etc., as they help make the

presentation more enjoyable, attractive

and intelligible.

In the exhibition, and as part of the argu-

ment, the following behaviors should be

avoided:

• Disqualify otherwise.

• Be automatic.

• Ramble.

• generalize without distinction.

• Ask a multitude of questions that are di-

fﬁcult for the interlocutors to answer.

• Use false assumptions (Goman, 2019).

Vocabulary acquisition

Learning vocabulary is one of the basic ele-

ments to be able to develop communication.

Generally, expressions such as basic voca-

bulary, speciﬁc vocabulary, vocabulary rich-

ness and vocabulary poverty are often used

to refer to the degree of linguistic proﬁcien-

cy of a person. Vocabulary mastery consists

of both the knowledge of words and the

concepts to which they refer, as well as the

various strategies for using them effectively

and appropriately. Knowing a word implies:

Pronunciation and spelling

• Know the sounds and phonemes that

form it.

• Know how to orally recognize and be

able to pronounce words.

• Know your letters.

• Know how to decipher it and write it.

Morphology

• Know and correctly use all its forms

• Know its composition (sufﬁxes, preﬁxes,

compound words, etc.).

• Know other words formally related to it.

Syntax

• Know how to use it in a context.

• Know the category, verbal regimens,

etc. and the rules that regulate its syn-

tactic use.

Semantics

• Know its semantic value.

• Know its semantic value according to

the linguistic context.

• Recognize its denotative meaning and

its connotative value.

• Relate the word with a concept associa-

ted with a real element.

• Semantically relate the word with other

lexical units.

Pragmatics

• Use the word as part of a text in relation

to a context.

• Use the word to achieve a speciﬁc pur-

pose.

• Sociolinguistics

• Know your dialect and record the value.

• Use it appropriately to the communicati-

ve situation.

Pronunciation and spelling, morphology,

syntax and semantics make up linguistic

competence and pragmatics and sociolin-

guistics the communicative intention (Pé-

rez & Alvira, 2017). Generally, when talking

about vocabulary, reference is made to:

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General vocabulary

It is made up of the entire repertoire of

words that can be considered in common

use to function in human relationships and

in everyday life.

Specic vocabulary

It includes those words that can be said to

have a more restricted use in the different

socio-professional ﬁelds, although not all of

them are technical terms.

Active vocabulary

It is that set of words that the user habitually

uses in daily communication.

Passive Vocabulary

The one, a user can understand even if he

does not actively use it. The passive voca-

bulary is greater than the active vocabulary.

Among the consequences that it has in the

teaching of vocabulary will be that we not

only have to increase the student's vocabu-

lary, but we also have to work so that the

new acquisitions are incorporated into the

active vocabulary. Memorizing vocabulary is

important but insufﬁcient if the student does

not actively internalize the vocabulary. The

acquisition and development of vocabulary

has to do with the knowledge or discovery of

new frames of reference, as students get to

know other subjects, disciplines and other

realities, they have to associate the ways of

naming the different frames of fact. (Nord-

quist, 2019).

If the referents of other worlds are not enri-

ched, words are unnecessary. The acquisi-

tion and development of vocabulary is a pri-

mary activity that the language teacher and

the listening comprehension and language

teacher should have, although this respon-

sibility is not exclusive, the other teachers

have to add their speciﬁc vocabulary accor-

ding to each of the ﬁelds of knowledge . It

is not an area goal but also a stage goal. To

work on the lexicon and increase vocabu-

lary, there are two main procedures:

Immersion: What it does is create a situation

where when a new term appears in a text,

the text contains data so that the student

can deduce the meaning from there.

Learning: Conscious learning involves a

whole variety of situations in which, through

very diverse procedures, words are worked

on both orally and in writing. The task of the

teacher is hyperonymy and hyponymy, al-

though the students do not know it.

There are words that are hyperonyms or

hyponyms and they are spoken of when the-

re is a hierarchical organization. Teachers

should stimulate hyperonymy or hyponymy

in students, initially children use hyperon-

yms, which is the time to introduce hypon-

yms. As new realities appear, hyponyms

must be intensiﬁed in order to more accu-

rately name the reality. It is important for the

teacher to be aware of what vocabulary to

teach, there is a standard vocabulary, but

properly contextualizing the learning of vo-

cabulary is important since there are not the

same expressive needs in a rural environ-

ment as in an urban environment.

Speciﬁcally, primary school students have

to use the dictionary as a regular resource

in their work. Motivation in students is very

important so that there is a positive predis-

position towards words. When the dictionary

is incorporated, it must be dosed, if not, tea-

chers can become very rigorous with the

use of the dictionary, it can lead to its abuse

and the difﬁculty that it means for students to

constantly consult it, can turn against what

we want to achieve. You have to alternate

that the teacher is a dictionary aloud and the

use of this. It is difﬁcult for students to beco-

me fond of reading if they must constantly

search for words, it is necessary to develop

other types of micro-skills for reading. The

use of the dictionary is necessary, useful

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and positive, but not its abuse, integrating

other tools that ensure the adequate lear-

ning of the new vocabulary, especially when

it comes to another language (Viera, 2016).

Methodology

The population under study will be made up

of all the students enrolled in this school in

the 2019-2020 academic year.

From which a probabilistic sample will be

drawn based on the inclusion criteria propo-

sed by the researcher, these are "ﬁrst-year

high school students from the Galo Plaza Laso

school" the estimated number is 50 students.

The questions that were asked in the survey

are based on our previously stated research

objectives and were measured through the

Linkert scale, these questions were evalua-

ted through the Cronbach Alpha test, which

gave a 0.8 on its scale, which gives us indi-

cates that the questions are relevant to our

investigation.

From those interviewed, 64% are men and 36% are women within the Fiscal Educational

Unit ""Galo Plaza Lasso"" of Jipijapa - Manabí.

85.80% are 15 years old, 10.70% are over 15 years old and 3.50% are under 15 years old.

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78.6% of the students interviewed, when a

new word is mentioned during a song, pre-

fer to stop and look for the letter of the word,

64.30% of the students surveyed listen to music in English on a regular basis, while 28%

listen to it rarely and ﬁnally 7.70% listen to it often.

while 17.80% choose to continue listening

to the song and 3.6% resort to dictionary to

look up this new word.

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The aspect most considered by the inter-

viewees for learning English is vocabulary

with 54%, followed by verbal communica-

The other aspect considered important to

learn English by the participants is verbal

communication with 54%, followed by voca-

bulary with 30%, grammar remains with 16%

compared to the previous question and the

literature review did not obtain any opinion.

tion with 30%, grammar with 16% and ﬁnally

for none of the respondents is the literature

review.

In question 7, this search ﬁnds the statistical

distribution of the data, so it is described in

a bar chart. Therefore, know in advance the

most informed level about the level of satis-

faction. the next ﬁgure describes the grou-

ped level.

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From the range of 1 to 5. Where 1 is the

lowest score, 3 is neutral and 5 is the highest

level. In this document we can describe that

students recommend the use of music-ba-

sed learning since it allows to know mainly:

vocabulary and oral expression for langua-

ge management. Additionally, it is identiﬁed

that students require motivation to learn mu-

sic, which is why they seek to read the lyrics

of the songs to better pronounce the words

and know what the song wants to mention.

Discussion

People are currently incorporating songs

as part of the educational process, in which

they can improve oral expression in a sim-

ple way by looking for the meaning of tho-

se words that are not understood during a

song, but have not been considered rele-

vant enough to be a song. tool used in the

classroom. Similar to this discovery is the

study by Castro (2021), where the use of

songs improves oral comprehension skills

in students, since listening to the song's

lyrics, humming and intoning, creates a

favorable climate for learning a second.

language ﬂuently. Condori's research can

also be highlighted (2017), who conside-

red that the fundamental means of human

communication is oral language, voice and

speech, which allows the child to express

and understand ideas, thoughts, feelings,

knowledge and activities. Spoken language

occurs as a result of a process of imitation

and maturation through the wealth of stimuli

that exists in the environment. For all these

reasons, the main objective of this work is to

identify the inﬂuence of music on vocabu-

lary learning in the English language, rea-

ching the following conclusions: music as

a strategy can become a real strength and

therefore raise the quality of learning. Engli-

sh language learning. The students sing

with their teachers with joy and enthusiasm,

responding positively to music as a learning

strategy, acquiring vocabulary through mu-

sic since the lyrics of the songs make them

repeat words unconsciously or naturally, that

is, they show clarity in their oral expression,

since music and its melody is a stimulus for

learning the English language.

The analyzed technique is a methodology

through which the student is empowered

to concentrate on the songs and thereby

internalize both the new vocabulary and

the form of expression of the grammar and

arrangements of the English language. an

empathic and learning dynamic. Also, this is

a new tool to enhance vocabulary and give

way to good communication that allows you

to interpret, correctly articulate the phone-

mes corresponding to the different stages of

learning the English language, where lear-

ning can become an entertaining moment

through of the use of music, allowing the

Moncada Cevallos, C. M., & Chancay Cedeño, C.

REVISTA UNESUM-Ciencias Volumen 7, Número 3, 2023

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Mújica Medina, general practitioner (2019). Didactic

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LLO NATIONAL UNIVERSITY.

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in English. Guayaquil University.

infant to learn in a participatory and above

all fun way. Similar to the ﬁndings of Aquino

& González (2022), where it was possible

to determine that musical intelligence fa-

vorably inﬂuences the development of oral

language in children between 4 and 5 years

of age, since the frequent use of children's

songs allows the child to improve their arti-

culation, ﬂuency, continuity and pronuncia-

tion of speech, so that they can express their

current state of mind, feelings, emotions, in

an appropriate way. On the other hand, it

enriches their vocabulary to generate new

knowledge of their environment.

The problem of both the pronunciation and

the vocabulary of the students is described

as one of the reasons why new strategies

are needed, or even the development of

pre-established teaching-learning strate-

gies such as didactic music. With respect

to the application of the songs during the

learning in the English language, students

can be favored, since through the songs

they allow beneﬁts in the improvement of

the language of the infants in a positive way,

acquiring the opportunity to develop in an

outstanding way. In the cognitive, family and

social spheres, the songs also helped the

little ones to expand their creativity, fantasy,

vocabulary, expressiveness and ﬂuency.

Result that can be highlighted with the study

by Santos and Maceda, (2019)which con-

cludes that singing from an early age gene-

rates stimulation in maturational processes,

the more they sing in games and activities,

the more skills they will develop, including

oral expression.

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Moncada Cevallos, C. M., & Chancay Cedeño, C.