The current study examined the role of music in Mandarin vocabulary learning in a Mandarin immersion preschool setting. The goal was to find out how children learn Mandarin with and without music. Using a pre-test/post-test design, I first identified 5 Mandarin words that most children did not know, and then divided children into two groups: the experimental group were taught the 5 words using pictures and song, and the control group learned the same words by pictures and the same song with the melody removed. In the post-test, I asked children of each group "Which one is the XX" in Mandarin and each child pointed to the picture of what they thought was XX. My results show that both groups learned new words; however, children in the non-music group learned more words than children in the music group. These results demonstrate learning from a short-term intervention, but also raise questions about the role of the language's tonality in the effectiveness of using music for word learning.
Keywords: immersion school, music, vocabulary learning, Mandarin
|Advisor:||Shimpi, Priya, Kroll, Linda|
|Commitee:||Kroll, Linda, Lin, Betty, Shimpi, Priya|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 53/01M(E), Masters Abstracts International|
|Subjects:||Linguistics, Early childhood education, Music education|
|Keywords:||Immersion school, Language development, Mandarin, Music, Vocabulary learning|
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