Model for Using Music in Pronunciation Teaching (MOMUP): New Validation and Revision

Adelina Castelo

doi:10.31261/TAPSLA.16404

Published: 2025-06-03

Vol. 11 No. 1 (2025)

Model for Using Music in Pronunciation Teaching (MOMUP): New Validation and Revision

Adelina Castelo

Section: Articles

https://doi.org/10.31261/TAPSLA.16404

Abstract

Songs have been used in the context of additional language teaching with different purposes, such as cultural knowledge, motivation, vocabulary development, and pronunciation teaching. A Model for Using Music in Pronunciation Teaching (MOMUP), proposed in 2018, provides guidelines to help teachers to create or adjust song-based learning materials to teach pronunciation in a more efficient way, but it needs further validation. Consequently, this paper aims at (i) presenting and discussing new validation data on the MOMUP, and (ii) revising the model in accordance with that discussion. The paper includes: a literature review on creation and validation of guiding models for teachers; the MOMUP’s presentation; the description of new validation data on the model, collected through an online questionnaire to 30 teachers of additional languages; the model’s revision in accordance with the validation data, as well as further literature review. The output of this process, the revised version of MOMUP, is simpler than the previous one and is composed of thirteen principles/criteria associated to each one of the topics what for?, which song?, and how? (3, 5 and 5 principles, respectively).

Keywords:

songs , pronunciation , additional language teaching , guidelines for teachers , validation

Download files

PDF

Citation rules

Castelo, A. (2025). Model for Using Music in Pronunciation Teaching (MOMUP): New Validation and Revision. Theory and Practice of Second Language Acquisition, 11(1), 1–26. https://doi.org/10.31261/TAPSLA.16404

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Copyright Holders of the submitted texts are the Authors. The Reader is granted the rights to use the material available in the TAPSLA websites and pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution - Share Alike (CC BY-SA 4.0). The user is free to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material for any purpose, even commercially.

1. License

The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.

2. Author’s Warranties

The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.

If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".

ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).

3. User Rights

Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.

4. Co-Authorship

If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.

References

Ananda, F. A. (2023). English song-based learning strategies to improve English students’ listening skills of English Education Department at the University of Mataram. SHS Web of Conferences, 173, 03004. https://doi.org/10.1051/shsconf/202317303004
Google Scholar

Anton, R. J. (1990). Combining singing and psychology. Hispania, 73, 1166–1170.
Google Scholar

Ashtian, F. T., & Zafarghandi, A. M. (2015). The effect of English verbal songs on connected speech. Aspects of adult English learners' speech production. Advances in Language and Literary Studies, 6(1), 212–226. https://doi.org/10.7575/aiac.alls.v.6n.1p.212
Google Scholar

Beckford, I. C. (1980). The development and validation of guiding principles and guideline criteria for field experiences in Jamaican teacher colleges. [Doctoral dissertation, Florida State University, Tallahassee, FL].
Google Scholar

Betti, S. (2012). La canción moderna en una clase de E/LE [The modern song in a class of Spanish as a Foreign Language]. Cuadernos Cervantes de la Lengua Española, 50, 26–31.
Google Scholar

Castelo, A. (2017). Ensino da componente fonético-fonológica: Uma síntese e um exemplo de português para estrangeiros [Teaching the phonetic-phonological component: A synthesis and an example of Portuguese for foreigners]. Linguística: Revista de Estudos Linguísticos da Universidade do Porto, 12, 41–72.
Google Scholar

Castelo, A. (2018). Songs for pronunciation teaching: A guiding model. Journal of Innovation in Psychology, Education and Didactics, 22(1), 7–22.
Google Scholar

Castelo, A. (2022). FunEasyLearn: An App for Learning Pronunciation? In A. Mesquita, A. Abreu, & J. V. Carvalho (Eds.), Perspectives and Trends in Education and Technology. Selected Papers from ICITED 2021 (Smart Innovation, Systems and Technologies, vol. 256) (pp. 395–405). Springer. https://doi.org/10.1007/978-981-16-5063-5_32
Google Scholar

Castelo, A., Coelho de Souza, J., & Morelo, B. (2022). Ensino de pronúncia através de canções: Análise de material didático à luz de um modelo orientador [Teaching pronunciation through songs: A teaching material analysis in light of a guiding model]. Études Romanes de Brno, 43(2), 165–192. https://doi.org/10.5817/ERB2022-2-10
Google Scholar

Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide. Cambridge University Press.
Google Scholar

Coelho de Souza, J. (2014). Letra e música: Uma proposta para o ensino da canção na aula de Português como língua adicional [Lyrics and music: A proposal for the teaching of song in the class of Portuguese as an additional language]. [PhD dissertation, Federal University of Rio Grande do Sul, Porto Alegre, Brazil].
Google Scholar

Degrave, P. (2019). Music in the foreign language classroom: How and why? Journal of Language Teaching and Research, 10(3), 412–420. http://doi.org/10.17507/jltr.1003.02
Google Scholar

Derwing, T. M., & Munro, M. J. (2014). Myth 1: Once you have been speaking a second language for years, it’s too late to change your pronunciation. In L. Grant, D. M. Brinton, T. Derwing, M. J. Munro, J. Field, J. Gilbert, J. Murphy, R. Tomson, B. Zielinski, & L. Yates (Eds.), Pronunciation myths. Applying second language research to classroom teaching (pp. 34–55). University of Michigan Press.
Google Scholar

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224. https://doi.org/10.1016/j.system.2004.12.006
Google Scholar

Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6(2), 113–127. https://doi.org/10.5539/elt.v6n2p113
Google Scholar

Grant, L. (2014). Prologue to the myths: What teachers need to know. In L. Grant, D. M. Brinton, T. Derwing, M. J. Munro, J. Field, J. Gilbert, J. Murphy, R. Tomson, B. Zielinski, & L. Yates, Pronunciation myths. Applying second language research to classroom teaching (pp. 1–33). University of Michigan Press.
Google Scholar

Hashemian, M., & Fadaei, B. (2011). A comparative study of intuitive-imitative and analytic-linguistic approaches towards teaching English vowels to L2 learners. Journal of Language Teaching and Research, 2(5), 969–976. https://doi.org/10.4304/jltr.2.5.969-976
Google Scholar

Hişmanoğlu, M. (2006). Current perspectives on pronunciation, learning and teaching. Journal of Language and Linguistic Studies, 2(1), 101–110. https://www.jlls.org/index.php/jlls/article/view/26/28
Google Scholar

Kanuka, H. (2002). Guiding principles for facilitating higher levels of web-based distance teaching and learning in post-secondary settings. Distance Education, 23(2), 163–182. https://doi.org/10.1080/0158791022000009187.
Google Scholar

Keskin, F. (2011). Using songs as audio materials in teaching Turkish as a foreign language. TOJET: The Turkish Online Journal of Educational Technology, 10(4), 378–383. https://files.eric.ed.gov/fulltext/EJ946647.pdf
Google Scholar

Kruk, M., & Pawlak, M. (2014). The use of internet resources in developing autonomy in learning English pronunciation: A qualitative study. In M. Pawlak, J. Bielak, & A. Mystkowska-Wiertelak (Eds.), Classroom-oriented research. Second language learning and teaching (pp. 169–184). Springer International Publishing.
Google Scholar

Kumar, T., Akhter, S., Yunus, M., & Shamsy, A. (2022). Use of music and songs as pedagogical tools in teaching English as foreign language contexts. Education Research International, 2022, article ID 3384067, 1–9. https://doi.org/10.1155/2022/3384067
Google Scholar

Ludke, K. M. (2009). Teaching foreign languages through songs. University of Edinburgh.
Google Scholar

Makina, A. (2020). Developing a framework for managing the quality use of podcasts in open distance and e-learning environments. Open Praxis, 12(1), 67–81. https://doi.org/10.5944/openpraxis.12.1.990
Google Scholar

Medina, S. L. (2002). Using music to enhance second language acquisition: From theory to practice. In J. Lalas & S. Lee (Eds.), Language, literacy and academic development for English language learners. Pearson Educational Publishing.
Google Scholar

Moncada Cevallos, C., & Chancay Cedeño, C. (2023). Songs for enhancing oral communication through the acquired of vocabulary. Revista UNESUM-Ciencias, 7(1), 23–36. https://doi.org/10.47230/unesum-ciencias.v7.n1.2023.707
Google Scholar

Montaner, S. (2006). Songs in the EFL classroom. APAC, 56. http://www.apac.es/publications/documents/SONGS%20IN%20THE%20EFL%20CLASSROOM.pdf
Google Scholar

Nobre-Oliveira, D. (2007). Produção de materiais para o ensino de pronúncia por meio de músicas [Production of materials for teaching pronunciation through songs]. In V. J. Leffa (Ed.), Produção de materiais de ensino: Teoria e prática (pp. 109–123). Educat.
Google Scholar

Odisho, E. (2007). A multisensory, multicognitive approach to teaching pronunciation. Linguística: Revista de Estudos Linguísticos da Universidade do Porto, 2, 3–28. https://ojs.letras.up.pt/index.php/EL/article/view/4015
Google Scholar

Odisho, E. (2016). The weight of phonological vs. phonetic accent in teaching pronunciation: Implications and applications. Linguarum Arena, 7, 31–48. https://ojs.letras.up.pt/index.php/LinguarumArena/article/view/1766
Google Scholar

Omolara, I. (2023). The method of teaching English using music. International Journal Papier Public Review, 4(1), 1–7. https://doi.org/10.47667/ijppr.v4i1.187
Google Scholar

Rahman, N. A., Masuwai, A., Tajudin, N. M., Tek, O. E., & Adnan, M. (2016). Validation of teaching and learning guiding principles instrument for Malaysian higher learning institutions. Malaysian Journal of Learning and Instruction, 13(2), 125–146. https://doi.org/10.32890/mjli2016.13.2.5
Google Scholar

Saldıraner, G., & Cintara, E. (2021). Using songs in teaching pronunciation to young EFL learners. PASAA, 62, 119–141. https://files.eric.ed.gov/fulltext/EJ1335005.pdf
Google Scholar

Santos Asensi, J. (1996). Música española contemporánea en el aula de español [Contemporary Spanish music in the Spanish classroom]. In F. J. Grande Alija, J. M. Loyer, M. Rueda Rueda, & E. Prado Ibán (Eds.), Actuales tendencias en la enseñanza del español como lengua extranjera II : Actas del VI Congreso Internacional de ASELE (León 5–7 de octubre de 1995) (pp. 367–378). Universidad de León.
Google Scholar

Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2), 975–983. https://doi.org/10.1016/j.cognition.2007.03.005
Google Scholar

Simpson, A. J. (2015). How to use songs in the English language classroom. British Council. https://www.britishcouncil.org/voices-magazine/how-use-songs-english-language-classroom
Google Scholar

Upa, R., Ola, T., & Wahyono, E. (2021). Correlation between students’ learning habit in listening English song and their pronunciation capacity. Ethical Lingua, 8(1), 110–116.
Google Scholar

Wrembel, M. (2011). Metaphonetic awareness in the production of speech. In M. Pawlak, E. Waniek-Klimczak, & J. Majer (Eds.), Speaking and instructed foreign language acquisition (pp. 169–182). Multilingual Matters.
Google Scholar

Yuhariyah, F., & Syafryadin, S. (2023). Students’ perception on the use of Youtube song lyrics in constructing English language teaching activities: A teacher-student interaction. JOLLT Journal of Languages and Language Teaching, 11(2), 318–327. https://doi.org/10.33394/jollt.v11i2.6785
Google Scholar

Zemlianska, N. (2021). Using pop songs in teaching English language to students majoring in music arts. Phonological aspect. ART-platFORM, 4(2), 45–59. https://doi.org/10.51209/platform.2.4.2021.45-59
Google Scholar

Vol. 11 No. 1 (2025)
Published: 2025-06-26

ISSN: 2450-5455

eISSN: 2451-2125

10.31261/tapsla

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Licence CC

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Submit

Model for Using Music in Pronunciation Teaching (MOMUP): New Validation and Revision

Abstract

Keywords:

Adelina Castelo

Information