The Application of Humorous Song in EFL Classrooms and Its Effects on Listening Comprehension

Autor/inn/en	Rafiee, Marzieh; Kassaian, Zohre; Dastjerdi, Hossein Vahid
Titel	The Application of Humorous Song in EFL Classrooms and Its Effects on Listening Comprehension
Quelle	In: English Language Teaching, 3 (2010) 4, S.100-108 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Singing; Humor; Listening Comprehension; Correlation; Recall (Psychology); Pretests Posttests; Language Tests; Control Groups; Experimental Groups; Comparative Analysis; Teaching Methods; Females; Statistical Analysis; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Gesang; Humoristische Darstellung; Hörverständnis; Korrelation; Abberufung; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Statistische Analyse
Abstract	Language learners need to feel secure and to be free of stress so they can focus on language tasks (Ellis, 1994). A language teacher should use different tools to encourage students and make them involved in learning process. Humor and song are effective tools, as they develop creativity and make the class environment an appropriate setting for language learning. This paper examines the effects that humorous songs may have on listening comprehension and on immediate and delayed recall by a group of EFL learners. To achieve this aim, an experimental research study was conducted in Iranian English Institutes. A pre-post design was applied to explore whether humorous songs could enhance listening comprehension in EFL learners. The findings show that the experimental group outperformed the control group in a listening comprehension test, but humorous songs' effect does not make much difference between immediate and delayed recall test scores. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01