- -

Social distance through music in EFL students

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

Social distance through music in EFL students

Show full item record

Sánchez González, MG. (2021). Social distance through music in EFL students. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(2):42-59. https://doi.org/10.4995/muse.2021.15014

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/174089

Files in this item

Item Metadata

Title: Social distance through music in EFL students
Author: Sánchez González, María Gemma
Issued date:
Abstract:
[EN] Music is constantly around us and, if in English, it fosters social distance in EFL students, consequently increasing the level of affinity with the language, however, can social distance help with other personal ...[+]
Subjects: EFL students , Emotions , Future prospects , Music lyrics , Social distance
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
Multidisciplinary Journal for Education, Social and Technological Sciences. (eissn: 2341-2593 )
DOI: 10.4995/muse.2021.15014
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/muse.2021.15014
Type: Artículo

References

Abbot, M. (2002). Using music to promote L2 learning among adult learners. Tesol journal, 11(1).

Alcaraz Varó, E. (2000). El inglés profesional y académico. Alianza Editorial.

Aragão, R. (2011). Beliefs and emotions in foreign language learning. Fuel and Energy Abstracts,39(3), 302-313. https://doi.org/10.1016/j.system.2011.07.003 [+]
Abbot, M. (2002). Using music to promote L2 learning among adult learners. Tesol journal, 11(1).

Alcaraz Varó, E. (2000). El inglés profesional y académico. Alianza Editorial.

Aragão, R. (2011). Beliefs and emotions in foreign language learning. Fuel and Energy Abstracts,39(3), 302-313. https://doi.org/10.1016/j.system.2011.07.003

Bogt, T., Mulder, J., Raaijmakers, Q.A.W., & Gabhainn, S.N. (2011). Moved by music: A typology of music listeners. Psychology of Music, 39(2), pp. 147-163. https://doi.org/10.1177/0305735610370223

Chin, W.W. (1998). The Partial Least Squares Approach to Structural Equation Modeling, In Modern Methods for Business Research, Marcoulides GA [ed]. Lawrence Erlbaum Associates: Mahwah N. J., 295-336.

Cooper, D.R., & Schindler, P.S. (2006). Business Research Methods (9th edition). McGraw-Hill.

Creswell, J.W., & Clark, V.L.P. (2017). Designing and conducting mixed methods research. Sage Publications.

Do, S.L., & Schallert, D.L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students' experiences of classroom ciscussions. Journal of Educational Psychology, 96(4), pp. 619-634. https://doi.org/10.1037/0022-0663.96.4.619

Fedorenko, E. (2014). The role of domain-general cognitive control in language comprehension. Frontiers in Psychology, 5, p. 335. https://doi.org/10.3389/fpsyg.2014.00335

Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for academic purposes. Cambridge University Press. https://doi.org/10.1017/CBO9781139524766

Fonseca-Mora, M.C. (2000). Foreign language acquisition and melody singing. Elt Journal, 54(2), 146-152. https://doi.org/10.1093/elt/54.2.146

Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312

Fuller, A. (2015). Vocational education. International encyclopedia of the social & behavioral sciences (2nd Ed), 232-238. Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92091-9

Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Newbury House Publishers.

González Davies, M., & Celaya Villanueva, M.L. (1992). New teachers in a new education system: A Guide book for the Reforma. PPU.

Graddol, D. (1997). The future of English? British Council.

Henseler, J., Ringle, C.M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8

Izard, C.E. (2002). Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128(5), 796-824. https://doi.org/10.1037/0033-2909.128.5.796

Kachru, B.B., & Nelson, C.L. (2001). World Englishes. In A. Burns & C. Coffin (Eds.). Analysing English in a global context, 9-25. Routledge.

Krashen, S.D. (2003). Explorations in language acquisition and use. Heinemann.

Levitin, D.J. (2006). This is your brain on music: The science of a human obsession. Dutton/Penguin Books.

Macdonald, R., Kreutz, G., & Mitchell, L. (2012). What is music, health, and wellbeing and why is it important? Music, health, and wellbeing. Oxford Scholarship online. https://doi.org/10.1093/acprof:oso/9780199586974.003.0001

McLean, A.C. (1980). Destroying the teacher: the need for a learner-centred teaching. E.T.Forum, 28:3, 16-19.

Ménard, M., Richard, P., Hamdi, H., Daucé, B., & Yamaguchi, T. (2015). Emotion recognition based on heart rate and skin conductance. In Proceedings of the 2nd international conference on physiological computing systems, vol. 1: PhyCS, 26-32. https://doi.org/10.5220/0005241100260032

Nicolás, G., & Azorín, C. (2013). Música y valores. Una relación educativa ineludible. Música y educación: Revista trimestral de pedagogía musical, ISSN 0214-4786, Año nº 26, Nº 93, 16-25.

Niittylahti, S., Annala, J., & Mäkinen, M. (2019). Student engagement at the beginning of vocational studies. Nordic journal of vocational education and training, Vol.9, n.1, 21-42. https://doi.org/10.3384/njvet.2242-458X.199121

North, A.C., & Hargreaves, D.J. (1997). Music and consumer behaviour. In D.J. Hargreaves & A.C. North (Eds.), The social psychology of music, 268-289. Oxford University Press.

Pekrun, R., & Perry, R.P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education, 120-141. Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780203148211

Punset, E. (2012). Una Mochila para el universo. Ediciones Destino.

Richards, J.C., Platt, J., & Platt, H. (1992). Dictionary of language teaching and applied linguistics. Longman.

Ringle, C.M., Wende, S., & Becker, J.M. (2015). SmartPLS 3. SmartPLS GmbH, Boenningstedt. http://www.smartpls.com

Sam, D.L, & Berry, J.W. (2010). Acculturation: When individuals and groups of different cultural backgrounds meet. Perspectives on Psychological Science, 5(4), 472-481. https://doi.org/10.1177/1745691610373075

Sánchez González, M.G. (2020). Adolescents and values portrayed in music nowadays. Multidisciplinary Journal for Education Social and Technological Sciences, v. 7, 2, 45-60. https://doi.org/10.4995/muse.2020.14001

Schumann, J. (1994). Where is cognition? Emotion and cognition in second language acquisition. In Studies in Second Language Acquisition, vol. 16, Issue 2, 231-242. Cambridge University Press. https://doi.org/10.1017/S0272263100012894

Shoaib, A., & Dörnyei, Z. (2004). Affect in lifelong learning: Exploring L2 motivation as a dynamic process. In P. Benson, & D. Nunan (Eds.), Learners' stories, 23-41. Cambridge University Press.

Sloboda, J.A., & Juslin, P.N. (2001). Handbook of music and emotion: Theory, research, applications, 605-642. Oxford University Press.

Tarrant, M, North A.C., & Hargreaves, D.J. (2000). English and American adolescents' reasons for listening to music. Psychology of Music, 28(2), 166-173. https://doi.org/10.1177/0305735600282005

[-]

recommendations

 

This item appears in the following Collection(s)

Show full item record