Academic literature on the topic 'English Nursery rhymes'
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Journal articles on the topic "English Nursery rhymes"
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Sayakhan, Najat Ismael, and Darcy H. Bradley. "A Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." Journal of University of Raparin 6, no. 1 (2019): 44–55. http://dx.doi.org/10.26750/vol(6).no(1).paper4.
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In this paper, the authors present a rationale and offer suggestions for how nursery rhymes could be used in the EFL classroom as well as how teachers and/or teachers in training might use nursery rhymes to enhance engagement in learning English. First, the authors define nursery rhymes, give a brief history of the origins, discuss the characteristics, make a case for using nursery rhymes with EFL learners, and last, offer practical suggestions for how nursery rhymes might be used in English as a Foreign (EFL) instruction. A list of accessible nursery rhyme resources is shared at the end. There are many categories in folklore, but the ones children often like the most and adults may remember well are nursery rhymes, fairy tales, fables, myths, legends, and folksongs. Each of these genres contributes in some way to the language development of children. Nursery rhymes in particular form one of the foundations of children’s as well as adults’ literary heritage. The simple rhythm and rhyme of the language, the often predictable structure of the narratives, and the appealing characters combine to produce memorable language models for young children (Cullinan & Galda, 1998; Temple, Martinez, & Yakota, 2011). Children delight in the opportunities to chant the catchy phrases, mimic the nonsense words, and recite the lines endlessly. This pleasure in nursery rhymes translates into developing many reading, writing and oral language skills such as naturally segmenting sounds in spoken words and playing with real and nonsense words. Additionally, young children appreciate the stories and verses for their rhythm, repetition, and rhyme. Their attention is focused on the fanciful language and imaginative nonsense. They learn basic story patterns, encounter vivid plots, develop a sense of theme, and meet intriguing characters that in turn become the stepping stones for subsequent literary education (Cullinan & Galda, 1998; Bodden, 2010).
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WU, Yumei. "A Comparative Study of Animal Metaphors in Cantonese and English Nursery Rhymes." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 1 (2022): 060–69. http://dx.doi.org/10.53789/j.1653-0465.2022.0201.008.p.
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Animal metaphors are commonly seen in daily language and often appears in nursery rhymes. With the Great Chain of Being as the theoretical framework, this study deeply analyzes and compares the animal metaphors in 896 Cantonese and English nursery rhymes from the cognitive linguistic perspective by classifying them and interpreting their formed images. It is found that the number of animal metaphors in Cantonese nursery rhymes is much higher than that in English nursery rhymes for Cantonese is a dialect of the Chinese language, which belongs to imagery languages. Besides, although in some way animal metaphors in Cantonese and English nursery rhymes are similar from the perspective of their educational functions, due to the cultural differences between the Cantonese-English ethnic groups, animal metaphors in Cantonese and English nursery rhymes present the cultural characteristics of Cantonese and English respectively in terms of the source domains, their metaphorical connotation and mappings. This study may provide some reference for the translation and inheritance of Cantonese and English nursery rhymes, helping to pass down and communicate the local culture, so as to realize the purposes of creating and spreading nursery rhymes.
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Suciati, Suciati, and Azizah Maulina Erzad. "Acquainting English to Young Learners through Nursery Rhymes at Playgroup." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 10, no. 1 (2022): 17. http://dx.doi.org/10.21043/thufula.v10i1.13786.
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<em>Most children like and enjoy singing songs. It can be used as one of materials for foreign language learning. Using nursery rhymes in the classroom can be a great break from following a set curriculum</em><em>. This study aims to know the way to acquaint English to young learners through nursery rhymes, to identify the criteria of nursery rhymes that suits on the students, and to know the strengths and challenges in acquainting English to young learners through nursery rhymes at Playgroup. Qualitative research was employed to conduct this study. To collect the data, some techniques were carried out namely observation, interview, and documentation. The results revealed that the acquaintance of young learners English through nursery rhymes considers the content; students’ readiness, and class atmosphere, the nursery rhymes must teach the character education; the strengths in acquainting English to young learners through nursery rhymes at Halimatus Sa’diyah playgroup are the commitment among the manager/organizers, teachers and parents and the high awareness that English is important. And, the challenges are low teacher’s pedagogical competency, facilities, curriculum/material, and non-English school or living environment.</em>
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Bryant, P. E., L. Bradley, M. Maclean, and J. Crossland. "Nursery rhymes, phonological skills and reading." Journal of Child Language 16, no. 2 (1989): 407–28. http://dx.doi.org/10.1017/s0305000900010485.
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ABSTRACTNursery rhymes are an almost universal part of young English-speaking children's lives. We have already established that there are strong links between children's early knowledge of nursery rhymes at 3;3 and their developing phonological skills over the next year and a quarter. Since such skills are known to be related to children's success in learning to read, this result suggests the hypothesis that acquaintance with nursery rhymes might also affect children's reading. We now report longitudinal data from a group of 64 children from the age of 3;4 to 6;3 which support this hypothesis. There is a strong relation between early knowledge of nursery rhymes and success in reading and spelling over the next three years even after differences in social background, I.Q and the children's phonological skills at the start of the project are taken into account. This raises the question of how nursery rhymes have such an effect. Our answer is that knowledge of nursery rhymes enhances children's phonological sensitivity which in turn helps them to learn to read. This paper presents further analyses which support the idea of this path from nursery rhymes to reading. Nursery rhymes are related to the child's subsequent sensitivity to rhyme and phonemes. Moreover the connection between knowledge of nursery rhymes and reading and spelling ability disappears when controls are made for differences in these subsequent phonological skills.
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Rini, Eka Anggia. "Engaging Nursery Rhymes as Literary Works for Teaching English in EFL Students." Edukasi Lingua Sastra 15, no. 2 (2018): 63–72. http://dx.doi.org/10.47637/elsa.v15i2.68.
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This study aimed to review five articles in engaging nursery rhymes toward teaching literary works in EFL students. By doing library research, the researcher found some problems and the solutions in engaging the nursery rhymes for EFL students. Young learner or children mostly became the subject of nursery rhymes study. Later, Najat and Bradley (2014) concluded that nursery rhymes can be applied for adult learners.
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Karote Rajan, Srija, and Uranus Saadat. "An Experimental Study on Using Rhymes to Build English Vocabulary Among Kindergarten Pupils in Bousher, Oman." International Journal of Emerging Issues in Social Science, Arts, and Humanities 02, no. 02 (2024): 91–104. http://dx.doi.org/10.60072/ijeissah.2024.v2i02.009.
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This study explores the impact of nursery rhymes on enhancing vocabulary skills among kindergarten students. It specifically focuses on the use of nursery rhymes to improve English vocabulary among young learners. The research involved five English teachers and sixty students aged 4.5 to 6 years from Indian School Bousher, Oman. Two groups were formed: control and experimental, with the experimental group taught English using nursery rhymes over a ten-week period, while the control group received traditional instruction. Data from pre-tests and post-tests were analyzed descriptively, supplemented by interviews with the English teachers. The independent variable was the use of nursery rhymes, and the dependent variable was vocabulary. The study found that nursery rhymes significantly enhanced vocabulary scores among kindergarten students, as evidenced by various assessments such as word-picture matching, identifying rhyming words, and solving crossword puzzles. Moreover, nursery rhymes play a pedagogically significant role in teaching English vocabulary, facilitating memorization, retention, and comprehension of words in an engaging manner. They encourage students to infer new word meanings and foster a fun learning environment, thereby boosting motivation, self-confidence, and reducing anxiety
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Nur Fitria, Tira. "Using Nursery Rhymes in Teaching English for Young Learners at Childhood Education." Athena: Journal of Social, Culture and Society 1, no. 2 (2023): 58–66. http://dx.doi.org/10.58905/athena.v1i2.28.
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This study is a literature review that explores the use of nursery rhymes as a teaching tool for young learners in early childhood education. Nursery rhymes, also known as English children's songs, can be an enjoyable way to engage children and foster their interest in learning English. Additionally, singing nursery rhymes can support children's physical-motor, social, emotional, and intellectual development. When selecting nursery rhymes as teaching materials, teachers must consider the appropriateness of the content for the children's age and world, and the potential for the content to encourage discussion and exploration of values and problem-solving skills. The illustrations should also be evaluated for their alignment with the story and appropriateness for the children's age. From a linguistic standpoint, teachers must choose nursery rhymes that are suitable for the children's language level, that facilitate language learning, and that can serve as the basis for activities. While there are challenges associated with selecting and utilizing nursery rhymes as teaching materials, this study suggests that their use can be a valuable tool in the early childhood education classroom
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Millan, Catalina. "Adapting Intertextuality: The case of nursery rhyme characters in creating new canons in children’s culture." Journal of Literary Education, no. 1 (December 8, 2018): 193. http://dx.doi.org/10.7203/jle.1.11445.
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The increasingly common use of English nursery rhymes intertextually has impacted upon their transfer into target cultures: entire nursery rhymes, fragments and characters are now found in translational situations. Most of these situations are adaptations of nursery rhymes into other media; and one of the most evident is the use of nursery rhyme characters found in a different context, frequently portrayed visually. Through a reception case study with Spanish students, this report intends to address issues about the relevance of intertextuality in translation, as well as the child’s assumptions in relation to discourse and visual input. Through a qualitative mixed-method study, children worked with nursery rhymes without visual prompts as well as intertextually presented nursery rhyme characters, and offered insight into acquired expectations and anticipations. Through the revision of the results, visual adaptation proves to contribute to children’s acculturation and assumptions, reducing the openness to foreignization.
 Key words: adaptation, intertextuality, nursery rhymes, translation, acculturation
 ResumenEl uso cada vez más común de las nursery rhymes inglesas de forma intertextual tiene un impacto sobre su transferencia a la cultura meta: rimas enteras, fragmentos o personajes se encuentran ahora en situaciones de traducción. Muchas de estas situaciones son adaptaciones de nursery rhymes a otros medios; y una de las más evidentes es el uso de personajes de nursery rhymes en un contexto diferente, normalmente con un apoyo visual. A través de un estudio de recepción con estudiantes españoles de edades comprendidas entre 12 y 14 años, este artículo pretende ofrecer respuestas sobre la relevancia de la intertextualidad en la traducción, además de las presuposiciones en relación al discurso y a los mensajes visuales. A través de un estudio de métodos mixtos, un grupo de participantes trabajó con nursery rhymes sin apoyo visual y con personajes de nursery rhymes presentados de forma intertextual y con apoyo visual. El estudio ofrece información sobre las expectativas adquiridas y los patrones discursivos de los niños y adolescentes. En la revisión de los resultados, se demuestra que la adaptación visual influye en la aculturación y las presuposiciones de los niños partiendo de un modelo hegemónico, y reduce su capacidad de extranjerización en transferencias culturales.
 Palabras clave: adaptación, intertextualidad, nursery rhymes, traducción, aculturación.
 ResumL’ús cada vegada més comú de les nursery rhymes ingleses de forma intertextual té un impacte sobre la seua transferència a la cultura meta: rimes senceres, fragments o personatges es troben ara en situacions de traducció. Moltes d’aquestes situacions són adaptacions de nursery rhymes a d’altre mitjans i una de les més evidents és l’ús de personatges de de nursery rhymes en un context diferent, normalment amb un suport visual. A través d’un estudi de recepció amb estudiants espanyols d’edats compreses entre 12 i 14 anys, aquest article pretén oferir respostes sobre la rellevància de la intertextualitat en la traducció, a més de les pressuposicions en relació al discurs i als missatges visuals. A través d’un estudi de mètodes mixts, un grup de participants va treballar amb nursery rhymes presentats ací de forma intertextual i amb suport visual. L’estudi ofereix informació sobre les expectatives adquirides i els patrons discursius dels infants i adolescents. En la revisió dels resultats, es demostra que l’adaptació visual influeix en la aculturació i les pressuposicions dels infants tot partint d’un model hegemònic i redueix la seua capacitat d’estrangerització en transferències culturals.
 Paraules clau: adaptació, intertextualitat, nursery rhymes, traducció, aculturació
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Zeng, Yanhong. "A Comparative Study of Cultural Connotations of Animal Images in English and Chinese Nursery Rhymes." Journal of Education and Culture Studies 5, no. 4 (2021): p14. http://dx.doi.org/10.22158/jecs.v5n4p14.
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As an important part of children’s literature, nursery rhymes are the earliest literary styles that children are exposed to after they are born. They can reflect objective things, living customs and national culture. Through the comparison of animal images in Chinese and English classic nursery rhymes, this paper concludes that there are cultural differences in animal images in nursery rhymes. Some animal images have similar cultural connotations in Chinese culture and English culture, while some animal images have different cultural connotations.
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Lian, Maria Agustina Astuti Siba, and Nuri Ati Ningsih. "The use of nursery rhymes to teach writing for the eighth grade students of SMPN 2 Geger." English Teaching Journal : A Journal of English Literature, Language and Education 7, no. 1 (2019): 33. http://dx.doi.org/10.25273/etj.v7i1.4727.
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<p><em>Writing is one of the basic skills in English teaching that must be mastered well by the students. Nursery Rhymes is choosen as a media in teaching writing in order to make the students easily to understand. The objectives of this research are: to describe the implementation, the advantages and the disadvantages of the use Nursery Rhymes to teach writing. The researcher takes place at SMPN 2 Geger. The researcher uses qualitative approach in this research. The source of data are social situation, participant/informant, and documents. The techniques of collecting data are observation, interview and documentation. The triangulation is used to validate the data while the researcher analyze the data through three phases consist of data condensation, data display and verifying conclusion. The result of the research shows that the implementation of the use of Nursery Rhymes to teach writing are explaining materials, introducing a Nursery Rhymes, play the song of Nursery Rhymes, and guiding the students write a text about the Nursery Rhymes. Beside, the advantages of the use of Nursery Rhymes to teach writing are: it is simple and cheaper than other media, it is enriches students’ vocabulary. While, the disadvantages are: it needs much time in teaching learning process, students still ask their teacher about the vocabulary and they are too lazy to open their dictionary. Meanwhile, it is suggested that the students should bring their dictionary in English class. The other researcher are expected to do a research about Nursery Rhymes for other skills.</em></p>
Dissertations / Theses on the topic "English Nursery rhymes"
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Valencia, Louise Jeanine. "Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2428.
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This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.
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Hui-Ling, Lin, and 林慧玲. "Teaching English Nursery Rhymes to Second Graders: An Action Research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50588021117007876386.
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碩士<br>臺中師範學院<br>語文教育學系碩士班<br>93<br>The purpose of this study was to explore the effects of English nursery rhymes on EFL children’s motivation and language proficiency. Qualitative data were triangulated using interviews, observations, and document analysis. One class of 34 second graders in an elementary school in Taichung City was chosen as the participants. The curriculum was designed based on the textbook－Dear English I. After 21 weeks of teaching, the results indicated that English nursery rhymes had positive effects on English learning interests and could effectively develop students’ abilities in listening and speaking.
The major findings of the research are as follows:
1. Using English nursery rhymes can foster students’ English learning interests.
2. The model of program based on English nursery rhymes can effectively develop students’ language skills.
3. Listening to CD after school can assist students with the ability of speaking and singing.
4. The task-based assessment can inspire students’ motivation and build their confidence.
5. Action research is useful for English teachers to promote personal and professional development.
Finally, based on the findings, some suggestions on English teaching, action research, and further studies are recommended in the study.
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Tseng, Chiung-Ying, and 曾瓊盈. "A Study on English Nursery Rhymes Activities in the Kindergarten." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09318671382220413092.
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碩士<br>國立臺北教育大學<br>幼兒與家庭教育學系碩士班<br>101<br>The study explored the implementation process of English nursery rhyme activities at kindergartens. By connecting English nursery rhyme with child’s learning activities, it can enable learning experience in reaching English and experiencing different languages to children with the research problems to cover: how to choose course material for English nursery rhyme activities at kindergartens? What is the implementation process of activity and how to respond to difficulties? What are the affective responses of children to English nursery rhyme activities? And what are the responses of kindergarten teachers and parents on English nursery rhyme activities? The researcher was the teacher who implemented English nursery rhyme activities at the kindergarten of research site, with research method to observe and to take note of English nursery rhyme activity, and conducted process, observed and interviewed children and the original class teachers for their responses on English nursery rhyme activities, as well as performed questionnaire survey on parents for their responses on English nursery rhyme activities.
The research outcomes include: 1. Choice of course material for English nursery rhyme at kindergarten was comprehensively referring to child’s age, theme of teaching, melody of nursery rhyme which children were already familiar with, and relative to the children’ life experiences, having simple story and interesting person, thing and object, dynamic scene of bustle and excitement, and English nursery rhymes associated with festivals; 2. Implementation of English nursery rhyme activities at kindergartens combined with children’s prime learning activities (morning exercise, book corner, transition time, theme-based learning activities, free play), and flexibly adjusted upon children’s responses to the activities; 3. Difficulties in implementing English nursery rhyme activities at kindergarten in this study were hardware equipment constraints. It was hard to combine with children’s learning activity because the researcher was not a teacher at that kindergarten. Eco-based teaching topic made it difficult to combine with learning in different languages and culture as well as insufficiency in personal teaching for the researcher; 4. The affective responses of children on English nursery rhyme activities at kindergartens were mostly inclined to liking English nursery rhyme activities, including active response orally and active participation by their body movement, children’s affective responses have shown that “play” is important medium that English nursery rhyme activities are favored by children; 5. Responses of kindergarten teachers and parents were affirmative and supportive. Suggestions associated with English nursery rhyme activity teaching and future study were proposed upon the research outcomes.
Keyword: kindergarten, English nursery rhyme, activity
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Chen, Shr-Yun, and 陳詩昀. "The comparisons of Chinese and English nursery rhymes and teach at language classes." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/3ngqks.
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碩士<br>國立臺東大學<br>語文教育研究所<br>98<br>Nursery rhymes are the poems for children, and also the literary works that keep company with children, no matter where they are. The tune is the bone of a song, and the lyrics are the souls. The Chinese and English nursery rhymes will be compared by form styles, esthetic sense, and cultural backgrounds. The lyrics of nursery rhymes not only shows feelings but also can be used in Chinese class, English class, and dialects. Besides the functions of language education, we could discuss the cultural symbols to make us get familiar with our cultures and western cultures. We also could understand the differences between the two cultures, and appreciate the beauty of cultures. From the lyrics, we could analyze their tempos and styles by rhythms and syllables. Therefore, we could know about the esthetic styles and take them into reading, talking, and writing classes.
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Yen, Tzu-yi Crystal, and 顏慈怡. "Effect of Teaching English Nursery Rhymes and Chants on Young Taiwanese EFL Beginners'' Rime Awareness." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99421810073548682834.
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碩士<br>東海大學<br>外國語文學系<br>91<br>Abstract
The purpose of this study was to examine the effect of English nursery rhyme and chant instruction on young Taiwanese EFL beginners’ rime awareness. In addition, the effect of three components (participants’ musical intelligence, linguistic intelligence, and attitudes toward English nursery rhymes and chants) on these young learners’ rime awareness was examined in view of different instructional methods.
The participants in the study were 59 second graders from two classes (33 boys and 26 girls) with about the same entry level of rime awareness. One class served as the experimental group and the other as the control group. The same English nursery rhymes and chants were introduced to both groups. However, the experimental group received explicit instruction on rimes whereas the control group did not. The instruction for each group included 10 weekly sessions, each of which lasted 20 to 25 minutes.
A one-way ANOVA and Paired-Samples T Tests were used to analyze the data. The significance decision level α < .05 was used for all statistical significance tests. A one-way ANOVA, with p = .207, did not show statistical significance between the experimental and control groups on the Rime Awareness Posttest. The lack of statistical significance might be partially due to small sample size (a total of 57 participants). Another possible factor was that the instructional methods per se did not significantly influence learners’ acquisition of rime awareness since both groups used the same instructional materials, which might arouse learners’ rime awareness to some extent in both groups. To find out whether there would be any significant difference due to the combined effect of instructional methods and instructional materials, the research design of the study was revised with the two-group design being switched to two one-group designs. The original experimental group was termed Group One in the revised design, and the control group was termed Group Two. Paired-Samples T Tests were performed on each group’s rime awareness pretest and posttest. The results showed a statistically significant difference, with p = .021 for Group One, and no significant difference, with p = .231, for Group Two. Paired-Samples T Tests were also performed on the rime awareness pretest and posttests between the subgroups of salient versus weak musical intelligence, salient versus weak linguistic intelligence, and positive versus negative attitudes toward English nursery rhymes for Group One. Significant difference was found both between the subgroups of salient versus weak musical intelligence, with p = .031, and between the subgroups of salient versus weak linguistic intelligence, with p = .046.
Although rhyming words are a common feature of many existing English nursery rhymes and chants, the findings show that explicit instruction on rimes seems necessary if young Taiwanese EFL beginners are to develop rime awareness. The findings also suggest that, along with the explicit instruction on rimes, these learners’ salient musical and linguistic intelligence may have an effect on their development of rime awareness. Due to the participants’ limited English proficiency, this study only focused on their auditory discrimination of rhyming words. Future studies are suggested to incorporate written letter recognition in the instruction for learners with higher English proficiency to see if that accelerates the development of learners’ rime awareness and learning of letter-sound correspondence.
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XU, YA-LING, and 許雅玲. "Integrating English Nursery Rhymes into Instruction to Improve Phonological Awareness and Vocabulary of Learning Retention." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/19194151269893999321.
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碩士<br>國立屏東大學<br>教育學系碩士班<br>104<br>With the development of the global village, English has become the primary foreign language. However, the double-peak phenomenon of English learning situation has become the main problem among elementary schools and the effectiveness of learning English was not as expected. The purpose of this study was to explore the effects of integrating English nursery rhymes into instruction to enhance learners’ phonological awareness and vocabulary.
This study also investigated learners’ responses and perceptions of the effects of integrating English nursery rhymes of learning retention into instruction. Ten participants were recruited from the third graders of a cram school in Kaohsiung City. In this study an action research method was introduced and the data were systematically collected through qualitative and quantitative techniques, including test, interview, feedback questionnaire, site observation, video recording, tape recording and teaching notes taking. Triangulation was adopted in order to improve the validity and reliability of the study. The pretest and posttest data were analyzed with descriptive statistics and paired sample t-test. The qualitative data were analyzed and interpreted with due care.
The findings of this study were stated as follows: First, the integration of English nursery rhymes into English instruction significantly enhanced the participants’ phonological awareness of learning retention. Second, the integration of English nursery rhymes into English instruction significantly improved the participants’ vocabulary recognition of learning retention. Third, most of the students’ responses and perceptions on the effects of integrating English nursery rhymes into instruction were positive and supportive. Fourth, The findings from the study indicated that with rhythm and repetition, nursery rhymes related to children’s life experience can make it easier for the young learner to learn numerous aspects of the language.
Based on the findings and results from this study, the researcher suggested that English teachers and homeroom teachers make the best of nursery rhymes to develop pupils’ English phonological awareness and vocabulary of learning retention.
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Cho, Yu-Pei, and 卓鈺珮. "An Action Research of Adopting English Nursery Rhymes and Drama Activity to perfrom Remedial Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/83428783366941232010.
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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>97<br>Abstract
The purpose of this research aims to explore the effects of after-school remedial program on fourth graders’ attitudes toward English learning and the listening & speaking learning efficiency with English nursery rhymes and drama activity. The research method employed is action research. First of all, the researcher recruits 22 subjects who are acknowledged as underachievers according to their English grades of the past two semesters. Then the subjects are pretested by Primary School English Learning Attitude Scale and ILTEA Starters 102 listening & speaking practice test. The subjects later take Primary School English Learning Attitude Scale and ILTEA Starters 103 listening and speaking practice test as post test. The outcomes of pretest and post test lead to uncover the effects of after-school remedial program on subjects’ English learning attitudes and English listening & speaking achievement.
The results of this study are as follows:
1. The subjects’ English learning attitude obviously turns to be more positive.
2. English listening and speaking ability were enhanced. .
3. The difficulties that the researcher encounter are
(1) The subjects are not enthusiastic about the drama activities in the first place because of unfamiliarity.
(2) The insufficient time of teaching was another difficulty. .
Based on the results, this research made some suggestions to administrative departments, schools, teachers, as well as future studies.
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Han-Ching, Shih, and 施瀚清. "The Influence of Blend Nursery Rhymes into Teaching Mode on Learning Effectiveness of Children English." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09652487566339256485.
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碩士<br>開南大學<br>商學院碩士在職專班<br>103<br>Generally speaking, kids who learned language from children’s nursery rhymes have more advantages in pronunciation. Kids learned language by capturing the meaning of the words in the lyrics of the nursery rhymes, and the learning effectiveness is better. While teaching English in elementary school, kids can build fine English communication skills through listening and singing children’s nursery rhymes, which are easy to be learned due to the melody and rhythmical meter. As a result, teaching children’s nursery rhymes can raise kids’ interests in learning language, and effectively makes them to be willing to learn English naturally. In this study, observational method and participant observation are both used while adopting children’s nursery rhymes in actual language teaching environment to discuss the effects of children nursery rhymes on kid’s English learning academic achievement as a reference for English teaching in the future.
From literature review and empirical analysis, this study concludes that the results of elementary school students’ English exam had obvious improvement after the experiment; speaking of the listening skills, students who were involved in the whole experimental course can understand and make appropriate responses to the lyrics. Their speaking skills were also improved and the kids had no problem to use common sentences and vocabularies; meanwhile, their learning interests had been effectively stimulated after the children’s nursery rhymes course.
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Fa, Lan Cheng, and 藍正發. "The action research of teaching English remedial second graders by using nursery rhymes with rhythmic movement." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58547912158145668622.
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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>95<br>The purpose of this study was to explore the effects on remedial students’ attitude toward learning English and the learning efficiency by using English nursery rhymes with rhythmic movement.
This research was a qualitative one, which adopted Doctor Chang’s students’ attitude Theory and Miss Lee’s primary school Attitude Scale. This attitude scale was called primary school attitude scale. Before English nursery rhymes with rhythmic movement teaching, remedial students took the attitude and English proficiency test. After English nursery rhymes with rhythmic movement teaching, remedial students took the attitude test, then took English teacher-made test too.
The result of this study was that after English nursery rhymes with rhythmic movement teaching the remedial students’ attitude positive improved significantly and the remedial students’ English learning efficiency improved too.
The researcher suggest that English nursery rhymes with rhythmic movement teaching should be take as a must in primary school and English teachers should take the training. Schools’ leaders should support English teachers to use English nursery rhymes with rhythmic movement teaching in order to help the remedial students.
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Wu, Li-Shan, and 吳麗珊. "Application of English Songs and Nursery Rhymes on Developing Taiwanese Children’s Phonological Awareness and Learning Motivation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99214622878390726686.
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碩士<br>國立屏東大學<br>英語學系碩士班<br>103<br>The present study aimed to explore the effects of English Songs and Nursery Rhymes Instruction on Taiwanese young children’s English learning motivation and their onset-rime awareness towards spoken English. The participants were 25 second graders from Wan Tan elementary school in Pingtung County. They received a twelve-week English songs and nursery rhymes instruction, 40 minutes per week. The data were collected through quantitative techniques, including alphabetic recognition assessment, English learning motivation scale, and onset and rime awareness test. Paired-samples T-test procedures were conducted to compare the pretest and the posttest for the motivation scale and the onset and rime awareness test. Additionally, the classroom observation and the interview data were transcribed and analyzed qualitatively in order to get a deep insight of the impacts of English songs and nursery rhymes instruction on children’s learning motivation.
The main findings of the study showed that English songs and nursery rhymes instruction facilitated the development of young Taiwanese students’ English learning motivation and the development of their behaviors, such as singing, dancing, and performing in front of the whole class. Meanwhile, the qualitative data also revealed that the students could sing, dance and play games with the whole class joyfully regardless of their shyness. Furthermore, the results also showed that the ESNRI had positive effects on developing the onset and rime awareness of the high-achievers and intermediate-achievers, but no positive effects were found on developing the onset and rime awareness of the low-achievers. Based on the findings, pedagogical implications and suggestions for further studies are provided.
Books on the topic "English Nursery rhymes"
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Norah, Montgomerie, and Montgomerie William 1904-, eds. Scottish nursery rhymes. Chamers, 1985.
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Gallagher, Belinda. First fun nursery rhymes: Favourite rhymes to share. Miles Kelly, 2011.
Find full textBook chapters on the topic "English Nursery rhymes"
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Guly, H. R. "Forefoot injury." In History Taking, Examination, and Record Keeping in Emergency Medicine. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780192624628.003.0031.
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Abstract Other nomenclatures have been described including one based on the nursery rhyme ‘This little piggy goes to market... .’ but this will be incomprehensible to those unfamiliar with English nursery rhymes. If names are used, the big, little, and middle toes are easily identifiable and the other two can be named after the equivalent fingers (i.e. the index and ring toes). 3 Whereas the sides of a finger are described as radial and ulna, the sides of a toe are best described as medial and lateral.
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Bloomfield, Camille. "La traduction homophonique et le canon musical." In Sound /Writing : traduire-écrire entre le son et le sens. Editions des archives contemporaines, 2019. http://dx.doi.org/10.17184/eac.2162.
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Published in 1984, Les Œuvres complètes de Lord Charles presented by John Hulme are based on a homophonic translation towards English of well-known French nursery rhymes, thus completing in an interesting way the more famous Mots d’heures gousses rames by Antin Van Rooten (1967), which worked identically with English nursery rhymes. The investigation carried out on the author as much as the analysis of this humorous text and its whimsical exegesis allow for an understanding of the work in the broader context of relations between homophonic translation and music, more specifically this form based on collective memory which are the nursery rhymes. This chapter thus contends that, in order for the play of the text to work, the latter must be pronounced with a “homophonic accent”, that is a “sound third-space” in which three languages (English, French and the language of homophony) can be heard simultaneously.
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Attridge, Derek. "The Rhythms of the English Dolnik." In Critical Rhythm. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823282043.003.0008.
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This essay starts by illustrating the difference between accentual-syllabic meter in English and the popular form of four-beat verse, or dolnik, by means of a comparison between poems by Thomas Wyatt in both forms. Some of the characteristics of dolnik are discussed, including its easily felt rhythmic base and its expressive flexibility, illustrated by the rhythms of Gerard Manley Hopkins’s “Inversnaid.” To allow for a fuller description of dolnik meter than has hitherto been available, a distinction is drawn between two types of dolnik, one fundamentally duple in its rhythm and the other triple. Nursery rhymes provide clear examples of these alternative rhythms, including the possibility that a single poem can be read in either manner. Recognizing this distinction allows for a more detailed account of the rhythms of “Inversnaid” than can be achieved with traditional prosodic approaches; further evidence of this is provided by analyses of poems by Tennyson and Blake.
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Manning, Jane. "THEA MUSGRAVE (b. 1928)A Suite o’Bairnsangs (1953)." In Vocal Repertoire for the Twenty-First Century, Volume 1. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199391028.003.0061.
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This chapter discusses Thea Musgrave's settings of nursery rhymes from her native Scotland. The poems are aptly projected, in music of an approachable style, with some rhythmic quirks, all in an unmistakeably Scottish vein. A young and relatively inexperienced singer will feel happy and comfortable performing them, and should relish the challenge of enunciating the dialect words. For the faint-hearted, however, the author has made a straight English translation, but this could perhaps diminish the bracing effect of the piece. The composer has set the Scottish words meticulously, so some of the translations do not roll off quite so easily in the voice. Moreover, a light, clear tone is appropriate for the infectious, dancing lines, and there is plenty of contrast in mood and tempo, making it a beautifully balanced item for a recital.
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Silver, Lee M. "An Introduction to Mice." In Mouse Genetics Concepts and Applications. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195075540.003.0001.
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Abstract What is a mouse? Ask any small child and you will hear the answer—a small furry creature with big ears and a big smile. Today, in Japan, Europe, America, and elsewhere, this question evokes images of that quintessential mouse icon— Mickey; but even before the age of cinema, television, and theme parks, mice had entered the cultures of most people. In the English-speaking world, they have come down through the ages in the form of nursery rhymes sung to young children including ‘‘Three blind mice” and “Hickory, dickory dock, the mouse ran up the clock “Artistic renditions of mice in the form of trinkets, such as those shown in Fig. 1.1, are sold in shops throughout the world. Why has the mouse been in the minds of people for so long? The most obvious reason is that one particular type of mouse—the so-called house mouse—has lived in close association with most, if not all, human populations since the dawn of civilization.
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Beal, Peter. "‘Hoping they shall only come to your merciful eyes’: Sidney’s Letter to Queen Elizabeth and its transmission." In In Praise of Scribes. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198184713.003.0004.
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Abstract During the course of the year 1579 one of the crucial episodes in the life of Queen Elizabeth I came to a head. This was the proposal that she should marry Frarn;:ois, Due d’ Alern;:on (who was by now also Due d’ Anjou), brother of Henri III of France. He was the Frenchman she affectionately called her ‘little frog’, and who may be the one immortalized in the nursery rhyme ‘A frog he would a-wooing go’.1 The proposal, first mooted in 1572, had been rumbling along for seven years; but negotiations took a significant new turn in 1579 when Alern;:on’s agent, Jean de Simier, was sent over to plead his cause to the Queen with more than customary ardour and eloquence; when the 46-year-old Virgin Queen gave unexpected indications that she was at last taking him seriously, even consulting physicians for advice on whether a woman of her age could still safely bear children; and when her Council realized, with alarm, if not horror, that the next heir to the English throne might well be a Frenchman and a Papist.2 As we know., the scheme eventually evaporated.
Conference papers on the topic "English Nursery rhymes"
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Aprilia, Riyana Putri, Eka Farida Yushinta, and Saidah Nusrotus. "English Teaching Material Model Based on Nursery Rhymes for Elementary School Students." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.20.
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Aljarf, Reima. "DIFFERENTIAL EFFECTS OF THE IPAD ON FIRST AND SECOND LANGUAGE ACQUISITION BY SAUDI CHILDREN DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-013.
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Since March 2020 until now, children have been studying online due to the Covid-19 pandemic. Since children are studying from home and having more free time than before, they are using their iPads for entertainment and learning purposes. This study is investigating the differential effects of the iPad on first and second language acquisition by Saudi children during the Covid-19 Pandemic. The subjects consisted of 78 parents and 118 children. The children sample was divided into 3 age groups: 1-6 (kindergarten), 7- 9 (grades 1-3), and 10-12 (grades 4-6). Interview-surveys with parents revealed that the iPad is more effective in helping children under the age of 6 in language learning than older children. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic (46%) because they go to international kindergartens, lived abroad with their parents, and their parents are English instructors. Young children learn the alphabet, numbers, and new vocabulary such as names of animals, colors, fruits, seasons, continents from special apps, games, cartoons, movies, nursery rhymes, stories, and flash cards. The apps are interactive and use color, animation, audio, and video. Children can use and re-use the apps any time and as many times as they wish. Negative effects of the iPad include bad handwriting, and some children are not interested in print books. The presentation will report the results in detail and will give recommendations for better use of the iPad.