Ravnil Narayan


In the core of teaching the four macro skills of a language, vocabulary is considered to be the panacea to achieve absolute mastery of the target language. It is considered to be the crucial rudiment towards learning a foreign language and if not mastered in the apt way may lead to a serious impediment on a learner. Therefore, in order to avoid this from happening songs could be considered as a solution to assist the learners’ from having low mastery of English vocabulary. In the day to day communication hearing the songs could be considered as a solution to increase the tendency of awareness in recognising English vocabulary. Hence, this proposed study has intended to examine the use of English songs on learners’ vocabulary mastery skills, which was conducted through an experimental design. In this research, there was one class each that were chosen as research samples. The first one was considered as an experimental group, while later was the control. Each class had thirty students as respondents. Also, there were two variables that consisted of English songs and learners’ vocabulary mastery skills. The sample was randomised and was determined based on independent measures, which was conducted in an intermediate class level at a primary school in Wudaokou district, Beijing, China.


Article visualizations:

Hit counter


songs, vocabulary, English language teaching (ELT), learner

Full Text:



Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon. John Wiley & Sons.

Al-Mamary, N. N. (2007). Using songs to promote vocabulary learning in grade 1. Sharqiya South Region.

Benjamin, A. & Crow. J. T., (2010). Vocabulary at the centre. New York: Taylor and Francis.

Carter, R., & McCarthy, M. (2014). Vocabulary and language teaching. Routledge.

Eken, D. K. (1996). Ideas for using songs in the English language classroom. In English Teaching Forum (Vol. 34, No. 1, pp. 46-47).

Gatbonton, E., & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL quarterly, 22(3), 473-492.

Hayes, A. (2019). How Simple Random Samples Work. Retrieved 5 December 2019, from https://www.investopedia.com/terms/s/simple-random-sample.asp

Kamil, M. L., & Hiebert, E. H. (2001). The Teaching and Learning of Vocabulary: Perspectives and Persistent Issues.

Komorowska, H, (2005). Metodyka Nauczania Języków Obcych. Warszawa: Fraszka Edukacyjna.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 1(43), 1-55.

Lo, R. S. M., & Li, H. C. F. (1998). Songs Enhance Learner Involvement: Materials Development. In Forum, 36(3), p.3.

McCarthy, M. (1990). Vocabulary. Oxford University Press.

McDermott, J., & Hauser, M. (2005). The origins of music: Innateness, uniqueness, and evolution. Music Perception: An Interdisciplinary Journal, 23(1), 29-59.

Melka, F. (1997). Receptive vs. productive aspects of vocabulary. Vocabulary: Description, acquisition and pedagogy, 33(2), 84-102.

Murphey, T. (1992). The discourse of pop songs. Tesol Quarterly, 26(4), 770-774.

Nation, I. S. P. (1990). 1990: Teaching and learning vocabulary. New York: Newbury House.

Penny, U. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University.

Sacks, O. (2009). Muzykofilia: opowieści o muzyce i mózgu. Zysk i S-ka Wydawnictwo.

Safa, A. J. (2018). Effects of Using Songs on Adult EFL Learners’ Vocabulary Learning. Journal of Applied Linguistics and Language Research, 5(3), 101-112.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The internet TESL journal, 7(2), 1-4.

Stanislawczyk, I. E., & Yavener, S. (1976). Creativity in the Language Classroom. Rowley: Newbury House Publisher.

Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.

DOI: http://dx.doi.org/10.46827/ejals.v3i1.198


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2015-2018. European Journal of Applied Linguistics Studies (ISSN 2602 - 0254 / ISSN-L 2602 - 0254). All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.