本研究旨在探討英語歌曲教學對小學生英語單字學習之影響，和歌曲的詞彙多樣性與學生的單字學習之關聯性。研究對象為南台灣四個六年級班級，共有99位學生參與英語歌曲教學活動，其中49名為實驗組，另外50名為控制組；實驗組使用英語歌曲教學，控制組採取無音樂歌曲教學。本研究設計共歷時九週，包含前、後，以及延宕後測、英語歌曲教學、問卷調查、和焦點團體訪談。研究中，每首歌使用兩節課，每節40分鐘進行英語歌曲教學。研究者並在問卷調查後與30位研究對象進行訪談。研究工具包括：研究者設計的前後測試卷、三首英語歌曲、英語歌曲教學態度調查問卷、以及錄音設備錄下訪談內容。收集到的資料以SPSS 2.0版進行統計及量化分析。此外，本研究將研究對象的訪談內容作質化的探究，嘗試深入了解學生對英語歌曲教學的想法以及對其英語單字學習之影響。
研究結果發現，英語歌曲教學有助提升國小學生的英語單字學習：兩組學童在後測成績上，實驗組顯著優於控制組；在延宕後測中，兩組學生在第一首歌曲中，實驗組亦顯著優於控制組，然而，在第二、三首歌曲中，實驗組僅略為優於控制組，未達顯著。此外，結果顯示歌曲的詞彙多樣性越低，對學生的單字記憶似乎有幫助。至於質化資料的分析，結果顯示整體的學生對於透過英語歌曲學習英語抱持正向的態度。最後，根據本研究的結果，提出一些具體建議，供相關教學者及未來研究者作為教學與研究方向的參考。

This study investigates the effects of songs singing on elementary students’ vocabulary learning. The relationship between lexical density of songs and students’ vocabulary learning was also investigated. The participants comprised 99 sixth graders from four classes in southern Taiwan. 49 of the participants comprised the experimental group and the other 50 participants comprised the control group. The experimental group received musical instructions, while the control group received none musical instructions. The study lasted 9 weeks, including pre-, post-, and delayed posttests, interventions of the experimental and control groups, English songs learning attitude questionnaires, and focus group interviews. During the interventions, the teaching of each song took two teaching sessions in one week to complete. 30 participants were included in the focus group interviews. The instruments included in this study were vocabulary tests designed by the researcher, three English songs, English songs learning attitude questionnaires, and a recorder to record the interviewee’ responses during the interview. The quantitative results were analyzed using SPSS program (version 20.0). The qualitative data was also discussed to provide a comprehensive understanding of the participants’ thoughts on learning English through songs.
The results indicated that learning English through songs was helpful to the elementary students’ vocabulary learning. Significant difference was found in the results of the vocabulary posttests between the two groups, with the experimental group outperforming the control group; the experimental group also performed significantly better than the control group in the vocabulary delayed posttest of the first song, but the difference did not reach the level of significance in the delayed posttests of the other two songs. Also, the results showed that there seemed to be a relationship between lexical density of songs and students’ vocabulary learning, suggesting songs with lower lexical density seemed to benefit the students’ vocabulary retention. As regards the attitude questionnaire and the interview, the results showed that the majority of the participants held a positive attitude toward learning English through songs. In the end, some limitations of this study and suggestions for future research and teaching were presented. It is hoped that the results of this study could provide a reference to teachers or researchers interested in the fields of integrating songs to English classes.

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