The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.450-471
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2021
Received 11 Apr 2021 Revised 13 May 2021 Accepted 25 May 2021
DOI: https://doi.org/10.15738/kjell.21..202105.450

우리나라 초등영어교육에 적합한 팝송 탐색: 언어 수준과 내용 분석

성민창 ; 김기택
경인교육대학교
서울대학교
Pop songs for primary English education in South Korea: An analysis of language level and content
Min-Chang Sung ; Kitaek Kim
(1st author) Professor, Gyeongin Nat’l Univ., Tel: 031-470-6335 mcsung@ginue.ac.kr
(corresponding author) Professor, Seoul Nat’l Univ., Tel: 02-880-7680 kitaek@snu.ac.kr


© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aims to find pop songs appropriate for use in teaching materials for primary English education in South Korea. We analyze 500 pop songs from annual hit lists in English-dominant media in the last ten years (2011–2020). We first exclude 134 songs with explicit or non-English lyrics. We then assess each of the remaining 366 songs in terms of vocabulary, grammar, and tempo, using three criteria: (a) whether over 90% of vocabulary tokens in it would be known to primary English learners; (b) whether it has three or fewer tokens of past participles, a grammatical structure not yet studied by primary English learners; and (c) whether its tempo is slow enough to facilitate the lyrics’ comprehension by primary English learners. We find 43 songs that meet these criteria. We then qualitatively examine these songs’ videos, using eight criteria to exclude any with content potentially inappropriate for primary learners (e.g., sexual or violent material), removing 37 more songs. Thus, we find six songs appropriate for use in primary English education. Pedagogical implications are discussed based on the results.

Keywords:

pop song, primary English, vocabulary, grammar, tempo

References

  • 교육부(Ministry of Education). 2015. 『영어과 교육과정』(Curriculum for English Language Education). 서울: 교육부(Seoul: Ministry of Education).
  • 김기택⋅성민창(Kim, K. and M. Sung). 2019. 초등영어 학습자 어휘 수준에 적합한 영어 애니메이션 영화 탐색(Exploring English-language animated movies lexically appropriate for Korean elementary school students). ≪영어학≫(Korean Journal of English Language and Linguistics) 19-4, 837-857.
  • 김수정(Kim, S.). 2020. 2015 개정 영어과 교육과정에 기반한 초등 영어 교육에 활용 가능 팝송 탐구(Exploring Educationally Appropriate Pop Songs for Korean Elementary School Students based on 2015 revised English curriculum). 석사학위논문(Master’s thesis), 경인교육대학교.
  • 김혜선(Kim, H.). 2013. 초등학교 6학년 영어 검정교과서 노래의 적합성 및 효율성 분석(Analysis of Songs in the 6th Grade English Textbooks). 석사학위논문(Master’s thesis), 광주교육대학교.
  • 노문희(Noh, M.). 2018. 게임 기반 팝송 수업이 초등학교 학습자의 영어 학습 태도 및 영어 능력에 미치는 영향(The Impact of Pop Song Exercise with Games on Attitude and Aptitude of Elementary English Learners). 석사학위논문(Master’s thesis), 경인교육대학교.
  • 박선호⋅홍성준(Park, S. and S. Hong). 2012. 영어 아동영화의 코퍼스 기반 초등영어 어휘 및 연어 분석과 자료집 개발(An analysis of elementary school English vocabulary and collocations based on the corpus from the children movies in English and the development of a practical source book). ≪초등영어교육≫(Primary English Education) 18-1, 309-338.
  • 박세미(Park, S.). 2017. 팝송 및 UCC 활용 초등 영어 수업을 위한 실행 연구(An Action Research on Teaching English Using Pop Songs and UCC). 석사학위논문(Master’s thesis), 대구교육대학교.
  • 성민창⋅김기택(Sung, M. and K. Kim). 2021. 2015 개정 영어과 교육과정 초등 수준 어휘 목록을 활용한 영어 애니메이션 영화의 어휘 사용 분석(Analysis of the vocabulary level in English-language animated movies based on the vocabulary list in the Korean national curriculum for English). ≪영어학≫(Korean Journal of English Language and Linguistics) 21-1, 87-109.
  • 신영숙⋅이화자(Shin, Y. and H. Lee). 2004. 팝송을 활용한 영어 듣기 능력 신장에 관한 연구(A study on the improvement of listening skills using pop songs). Studies in English Education 9-2, 47-76.
  • 안미리(Ahn, M.). 2015. 만화영화의 코퍼스 기반 어휘 분석: 토이스토리(An analysis of English vocabulary based on the corpus from the animation Toy Story). ≪초등영어교육≫(Primary English Education) 21-1, 109-133.
  • 안인숙(Ahn, I.). 2005. 애니메이션 영화를 이용한 초등학생의 영어 듣기 능력 향상 방안(A study of the effect of English animation movies on students’ listening ability in English lesson in elementary school). ≪영상영어교육≫(STEM Journal) 6-1, 71-93.
  • 여혜란(Yeo, H.). 2011. 팝송을 이용한 초등학생의 듣기능력 향상에 관한 연구(A Study on Listening Comprehension Through English Pop Songs). 석사학위논문(Master’s thesis), 국민대학교.
  • 오기숙(Oh, G.). 2012. 초등영어 지도 교사들의 노래 활용에 대한 실태 및 인식조사(A Study on the Current Actual Condition and Teacher’s Perception about the Use of English Songs in Elementary School). 석사학위논문(Master’s thesis), 부경대학교.
  • 우충환⋅박예정(Woo, C. and Y. Park). 2007. 팝송을 활용한 통합식 수업모형 개발에 관한 연구(A study of designing teaching models using pop songs to integrate the four language skills). ≪현대영미어문학≫(The Journal of Modern British & American Language & Literature) 25-2, 125-153.
  • 이도경(Lee, D.). 2018. 팝송을 활용한 영어 학습 스트레스 감소를 위한 실험 연구(An experimental study of effects of singing on reducing EFL learning stress). ≪언어과학≫(Journal of Language Sciences) 25-4, 21-40. [https://doi.org/10.14384/kals.2018.25.4.021]
  • 이보은(Lee, B). 2014. 팝송지도가 초등학생의 영어 능력과 정의적 영역에 미치는 영향(Effects of Learning English Through Pop Songs on English Skills and Affective Domains of Elementary School Students). 석사학위논문(Master’s thesis), 경인교육대학교.
  • 이상희(Lee, S.). 2008. 영어노래가 초등학교 5학년 학생들의 듣기 능력과 정의적 영역에 미치는 영향(The Effects which English Songs Have on the Listening Skill and Affective Domain of the Fifth Grade Primary School Students). 석사학위논문(Master’s thesis), 동아대학교.
  • 전현주⋅고경석(Jeon, H. and K. Ko). 2012. 애니메이션 활용 딕토글로스 지도가 초등 영어 학습자의 듣기· 쓰기 및 정의적 영역에 미치는 영향(A study on the effects of dictogloss using animation upon listening and writing skills of elementary students including affective sphere). ≪초등영어교육≫(Primary English Education) 18-1, 27-54.
  • 주현정(Joo, H.). 2014. 팝송을 이용한 초등학생의 어휘 습득 및 동기유발 효과(The Effects of Using Pop Songs on Vocabulary Acquisition and Motivation of Elementary School Students). 석사학위논문(Master’s thesis), 아주대학교.
  • 주형미⋅진경애⋅김미경⋅김성혜⋅정채관⋅박상복(Joo, H., K. Jin, M. Kim, S. Kim, C. Jung and S. Park). 2016. 2015 개정 교육과정에 따른 영어 교과용도서 개발 및 검인정 심사를 위한 어휘 사용 지침 적용 방안 연구(A study on the application of vocabulary usage guidelines for the development and evaluation of English textbooks based on the 2015 revised Korean national curriculum [translated by the authors]). ORM 2016-26-3. 서울: 한국교육과정평가원(Seoul: Korea Institute for Curriculum and Evaluation).
  • 황종배(Hwang, J.). 2008. 교육 영문법과 영어 교과서(Educational English grammar and English textbooks). 양현권⋅정영국 편(Yang, H. and Y. Jeong, eds.), 교육 영문법의 이해(Understanding Educational English Grammar), 137-168. 서울: 한국문화사(Seoul: Hankookmunhwasa).
  • Carver, R. P. 1994. Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior 26(4), 413-437. [https://doi.org/10.1080/10862969409547861]
  • Day, R. and J. Bamford. 1998. Extensive Reading in the Second Language Classroom. Cambridge, UK: Cambridge University Press.
  • Grabe, W. and F. L. Stoller. 2002. Teaching and Researching Reading. New York: Routledge.
  • Hirsh, D. 1993. The Vocabulary Demands and Vocabulary Learning Opportunities in Short Novels. Unpublished master’s thesis, Victoria University, Wellington, New Zealand.
  • Hirsh, D. and I. S. P. Nation. 1992. What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language 8(2), 689-696.
  • Hu, M. and I. S. P. Nation. 2000. Unknown vocabulary density and reading comprehension. Reading in a Foreign Language 13(1), 403–430.
  • Jeon, J. M. 2008. College Students’ English Reading Experiences Through Extensive Reading in a Formal English Reading Class. Unpublished doctoral dissertation, Seoul National University, Korea.
  • Kim, K. and B. D. Schwartz. 2020. Learnability in the acquisition of the English tough construction by L1-Korean adult and child L2 learners. Second Language Research, Online First. [https://doi.org/10.1177/0267658320922594]
  • Kim, N. 2020. Do pop songs have positive effects on improving four language skills? The Journal of Foreign Studies 53, 11-38.
  • Krashen, S. 1982. Principles and Practices in Second Language Acquisition. Oxford, UK: Pergamon.
  • Kurnia, N. 2003. Retention of Multi-word Strings and Meaning Derivation from L2 Reading. Unpublished doctoral dissertation, Victoria University, Wellington, New Zealand.
  • Laufer, B. 1989. What percentage of text-lexis is essential for comprehension? In C. Lauren and M. Nordman, eds., Special Language: From Humans Thinking to Thinking Machines, 316-323. Clevedon, UK: Multilingual Matters.
  • Liu, N. and I. S. P. Nation. 1985. Factors affecting guessing vocabulary in context. RELC Journal 16, 33-42. [https://doi.org/10.1177/003368828501600103]
  • Long, M. H. 1983. Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics 4(2), 126-141. [https://doi.org/10.1093/applin/4.2.126]
  • Murphey, T. 1992. Music and Song. Oxford: Oxford University Press.
  • Murphey, T. 2002. Song and Music in Language Learning. Oxford: Oxford University Press.
  • Nation, I. S. P. 2013. Vocabulary size in a second language. In C. Chapelle, ed., The Encyclopedia of Applied Linguistics, 6674-6677. Cambridge, MA: Wiley-Blackwell. [https://doi.org/10.1002/9781405198431.wbeal1270]
  • Nation, I. S. P. and K. Hwang. 1995. Where would general service vocabulary stop and special purposes vocabulary begin? System 23, 35–41. [https://doi.org/10.1016/0346-251X(94)00050-G]
  • Pienemann, M. 1984. Psychological constraints on the teachability of language. Studies in Second Language Acquisition 6(2). 186-214. [https://doi.org/10.1017/S0272263100005015]
  • Pienemann, M. 1998. Language Processing and Second Language Development: Processability Theory. Philadelphia: John Benjamins. [https://doi.org/10.1075/sibil.15]
  • Renandya, W. A. and T. S. Farrell. 2011. ‘Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal 65(1), 52-59. [https://doi.org/10.1093/elt/ccq015]
  • Sarrazin, N. 2016. Music and the Child. Geneso, New York: Milne Publishing.
  • Swain, M. 1993. The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review 50(1), 158-164. [https://doi.org/10.3138/cmlr.50.1.158]
  • Toutanova, K., D. Klein, C. Manning and Y. Singer. 2003. Feature-rich part-of-speech tagging with a cyclic dependency network. In Proceedings of HLT-NAACL 2003, 252-259. [https://doi.org/10.3115/1073445.1073478]
  • Ueno, M. and M. Polinsky. 2009. Does headedness affect processing? A new look at the VO-OV contrast. Journal of Linguistics 45, 675-710. [https://doi.org/10.1017/S0022226709990065]
  • Webb, S. and M. P. Rodgers. 2009. The lexical coverage of movies. Applied Linguistics 30(3), 407-427. [https://doi.org/10.1093/applin/amp010]
  • West, M. 1953. A General Service List of English Words. London, UK: Longman.