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Teaching Chinese Through Integrating Songs in Task-Based Learning

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Teaching Chinese Through Integrating Songs in Task-Based Learning Teaching Chinese through integrating songs in Task-based learning: A Teacher Action Research Project Zhongshi Xie Bachelor of Economics (International Economics and Trade) (Ningbo University, 2015) A thesis submitted in fulfilment of the requirements for the research higher degree of Master of Philosophy (Education Research) Centre for Educational Research, School of Education University of Western Sydney Supervisory Panel Associate Professor Anne Power (Principal Supervisor) Professor Michael Singh (Associate Supervisor) Doctor Jinghe Han (Associate Supervisor) 23 March, 2017 Declaration I declare that, except where due acknowledgement has been made, this research proposal is my own work and has not been submitted in any form for another degree at any university or other institute of tertiary education. Information derived from the published or unpublished work of others has been acknowledged in the text and a list of references is given. Zhongshi Xie 31 March, 2017 ACKNOWLEDGEMENTS I would like to give my sincere thanks to all the people including my supervisors, colleagues, the teachers in participant schools and educational departments of New South Wales and Ningbo, as well as my family, who contributed in some way to this thesis. First and foremost, I want to express my thanks to my principal supervisor Associate Professor Anne Power, for kindly accepting me as her student. During the process of my study, she offered a great deal of guidance for my teaching practice in the participant schools and my research concerning making Chinese learnable in the Australian context. In addition, she was kind and encouraging all the time, which supported me in completing this research. Second, my sincere appreciation goes to my associate supervisors Professor Michael Singh and Doctor Jinghe Han, who provided me with training and many workshops regarding reviewing literature and academic writing. I also want to thank them for helping me to adjust to life in a different country, especially at the beginning of my time in Australia. Third, I would like to thank the three parties: The New South Wales Department of Education, the Ningbo Municipal Education Bureau and Western Sydney University, who organized this amazing ROSETE program. I would also like to thank Doctor Jing Qi, the current manager of the program, whose continuous support I appreciated so much. Finally, I would to express my gratitude to my family. They keep supporting and encouraging me to achieve my goals and their love and care give me the strength to move forward. i Table of Contents Declaration ..................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................ i List of Tables .................................................................................................................. v List of Figures ............................................................................................................... vi Abstract vii Chapter 1 Introduction ................................................................................................... 1 1.1 Background ...................................................................................................... 1 1.1.1 ROSETE program ................................................................................. 1 1.1.2 Australian context ................................................................................. 1 1.1.3 Refining the research questions ............................................................ 3 1.2 Research questions ........................................................................................... 5 1.3 Significance of the study .................................................................................. 5 1.3.1 Significance for enriching teaching resources ...................................... 5 1.3.2 Significance for improving teaching practice ....................................... 6 1.3.3 Significance for the students involved .................................................. 7 1.4 Outcomes ......................................................................................................... 8 1.5 Thesis outline ................................................................................................... 8 Chapter 2 Literature Review ........................................................................................ 10 2.1 The relationship between music and language .............................................. 10 2.2 The similarities and differences between Chinese and English ..................... 13 2.3 Benefits for the use of songs in L2 classrooms .............................................. 15 2.3.1 Positive Learning environment created through songs ....................... 15 2.3.2 Songs as useful language learning materials ...................................... 18 2.3.4 Enhancement of language memory through songs ............................. 20 2.4 Design of appropriate musical material for language learning ...................... 23 2.5 Concerns of the use of songs in a language classroom .................................. 27 2.6 Task and the Task-based teaching approach .................................................. 28 2.7 Discussion ...................................................................................................... 34 Chapter 3 Methodology and methods .......................................................................... 37 3.1 Qualitative research ....................................................................................... 37 3.2 Action research............................................................................................... 38 3.2.1 Validity of action research................................................................... 41 3.3 Principles guiding research procedures ......................................................... 42 3.3.1 Ethical considerations ......................................................................... 42 3.3.2 Triangulation ....................................................................................... 43 3.4 Research design ............................................................................................. 43 3.4.1 Site selection ....................................................................................... 44 3.4.2 Participants .......................................................................................... 44 3.4.3 Cycle implementation ......................................................................... 45 3.5 Data Collection .............................................................................................. 49 3.5.1 Student work samples ......................................................................... 50 3.5.2 Interview ............................................................................................. 50 ii 3.5.2.1 Semi-structured interview ................................................................ 51 3.5.3 Online survey ...................................................................................... 52 3.5.4 Self-reflection journal ......................................................................... 54 3.5.5 Observation ......................................................................................... 55 3.6 Data Analysis ................................................................................................. 55 Chapter 4 Factors considered in song selection ........................................................... 57 4.1 Selection of songs based on the Chinese Syllabus......................................... 58 4.2 Selection of songs based on students' learning levels and characteristics ..... 62 4.3 Selection and utilization of songs .................................................................. 64 4.3.1 The first cycle ..................................................................................... 66 4.3.2 The second cycle ................................................................................. 76 4.4 Selection of songs based on the students' interest .......................................... 88 4.4.1 Simplicity ............................................................................................ 90 4.4.2 Repetition ............................................................................................ 95 4.4.3 Rhythm ................................................................................................ 96 4.4.4 Rhyming .............................................................................................. 97 4.4.5 Action .................................................................................................. 97 4.4.6 Visual effect ........................................................................................ 98 4.4.7 Culture................................................................................................. 99 4.4.8 Instrument ......................................................................................... 100 4.5 Discussion .................................................................................................... 101 Chapter 5 Songs and Task-based Language Teaching ............................................... 106 5.1 Introduction .................................................................................................. 106 5.2 Summary of the Teachers’
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