Using Songs for Teaching English Vocabulary to Children

Abstract

     The present paper attempts to highlight the positive effect of using songs as a teaching tool to help young English learners learn vocabulary. It reports the findings of a study conducted with 30 Algerian third grade pupils at a primary school. The researchers adopted a quasi- experimental method based on forming two matching groups, assessing the learners by means of pre and post tests and comparing the results. The findings of the study revealed  that there was a significant improvement  in the performance of the experimental group in the post test as compared with  the control group taught using the traditional method (PPP). The researchers also observed that songs had a positive impact on the experimental class. They contributed to create a dynamic and enjoyable learning environment, increased learners’ participation in class and facilitated vocabulary learning.