Electronic Thesis and Dissertation Repository


Master of Education




Dr. Stuart Webb


Use of songs as the vehicle for language teaching/learning has become common practice (Medina, 1993). Nevertheless, there are no experimental studies examining the potential learning gains from songs. The present study investigates incidental learning of three vocabulary knowledge dimensions (spoken-form recognition, form-meaning connection, and collocation recognition) through listening to two songs. The effects of repeated listening to a single song (1,3, or 5 times) and the relationship between frequency of exposure to the targeted vocabulary items and learning gains were also explored. Two multiple choice tests (one for each song) that each measured the different dimensions of vocabulary knowledge were used to evaluate learning. The results indicated that (a) listening to songs contribute to vocabulary learning (b) repeated listening had a positive effect on vocabulary gains and (c) frequency of exposure positively affected learning gains. The pedagogical implications are discussed in detail.

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