ABSTRACT

Ongoing debate exists concerning pedagogical strategies including song to improve vocabulary learning in second or foreign language learners. A search of primary empirical studies published from 1990 to 2020 produced 27 articles with 28 studies and 1864 total participants. Effect sizes were analysed for the influence of English instructional interventions using songs on L2 vocabulary learning. Results established that using English songs has a large effect on English L2 vocabulary learning. Moderator analyses demonstrated the effect of several moderators including article publication status, song genre, control type instructional duration, education level, and learners’ L1. Based upon these findings, English teachers can feel more confident about using songs as a complementary instructional strategy to improve their students’ English L2 vocabulary learning. However, future researchers should strive to transparently follow best practices in research design while taking into account important variables like rate of song presentation, and teacher/learner musical background.

摘要

关于教学策略（包括歌曲以提高第二语言或外语学习者的词汇学习）的争论一直存在。对 1990 年至 2020 年发表的主要实证研究的检索产生了 27 篇文章，涉及 28 项研究和 1864 名参与者。分析了使用歌曲的英语教学干预对二语词汇学习的影响的效果大小。结果表明，使用英语歌曲对英语二语词汇学习有很大影响。主持人分析证明了几个主持人的影响，包括文章发表状态、歌曲类型、控制类型教学持续时间、教育水平和学习者的 L1。基于这些发现，英语教师可以更有信心使用歌曲作为补充教学策略来提高学生的英语 L2 词汇学习。然而，未来的研究人员应努力在研究设计中透明地遵循最佳实践，同时考虑歌曲呈现率和教师/学习者音乐背景等重要变量。