학습자 중심의 팝송 활용방안에 관한 연구

Abstract

The aim of this study is to investigate learners' preferences for using pop songs in English classrooms. Data was collected using a questionnaire survey, and suggestions for learner-centered instructional approaches were developed based on the results. One hundred and forty six students from 4 classes of a co-ed middle school in Busan participated in the survey. The questionnaire was composed of 21 questions asking students their preference for frequency, teaching techniques, classroom activities, song selection, and self-study when using pop songs. The results revealed that the majority of students were found to like using pop songs in the classroom and that they believed it can help to improve their English. It was also found that most students preferred to use pop songs for 10 to 20 minutes once a week. Group work was considered to be most effective when using multimedia in regular classrooms. Through pop songs, the majority of students expected to practice listening, speaking, and pronunciation. They were ready to participate in various activities such as filling in the blanks, finding wrong phrases, and arranging the lyrics in the right order. The results also showed that most students wanted to select the songs that would be used in class, and that they preferred songs with clear pronunciation and a cheerful melody. With regard to lyrics, they preferred those concerning love and relationships. However, lyrics about nature and social/political issues were also favored. The findings suggest that providing a comfortable learning environment is especially important when using pop songs, thus indicating the importance of lowering the affective filter in foreign language classrooms. Many students answered that they would review what they had learned on their own afterwards. Based on the results of the survey, three lesson plans related to the contents of English textbooks were provided for actual classroom use. The current study is limited to the student questionnaire survey. More studies involving the learner-centered approach should be conducted in actual classroom settings.