|Description||The purpose of this study was to examine the effectiveness of using songs to teach Chinese tones and vocabulary in short and long term in the introductory level Chinese classes at a Liberal Arts college. The investigator also tested the effect of melody— whether melody can facilitate students’ recall of vocabulary and tones in short and long term.
This study found that songs did not facilitate students’ learning of tones and vocabulary in the short or long term. Students who were taught without the song performed significantly better than those who were taught through the song on vocabulary learning in short term. The melody had little effect on recall of tones or vocabulary in the short and long term recall, but the effect of melody on tones recall in the short term was very close to being significant, which indicates that, to some extent, the melody can help students recall on tones.
However, instead of simply saying using songs was not effective, the investigator discussed various strategies to interpret this study’s findings. Based on this analysis, the investigator gave some teaching advice for language teachers on how to use the song teaching method effectively in foreign language classrooms.||en