IDIOMS and MUSIC - Can the Teaching of Idioms Through Songs Enhance EFL Learners’ Comprehension

8/10/2019 IDIOMS and MUSIC - Can the Teaching of Idioms Through Songs Enhance EFL Learners Comprehension

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UNIVERSIDADE FEDERAL DO ESPRITO SANTO

CENTRO DE CINCIAS HUMANAS E NATURAIS

DEPARTAMENTO DE LNGUAS E LETRAS

ANA LUSA DE CASTRO SOARES

IDIOMS AND MUSIC:

Can the teaching of idioms through songsenhance EFL learners comprehension?

VITRIA

2014


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ANA LUSA DE CASTRO SOARES

IDIOMS AND MUSIC:

Can the teaching of idioms through songsenhance EFL learners comprehension?

Trabalho apresentado ao Curso de LicenciaturaPlena em Lngua Inglesa e Literaturas de LnguaInglesa do Departamento de Lnguas e Letras doCentro de Cincias Humanas e Naturais daUniversidade Federal do Esprito Santo, comorequisito para aprovao na disciplina Projeto deEnsino em Lngua Inglesa IV.

Orientador: Prof. Dr. Aurlia Leal Lima Lyrio

VITRIA

2014


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ABSTRACT

There are many studies that evidence the benefits of the use of music in learning.

Music is memorable and motivating. Songs may constitute a powerful tool through which a

huge number of classroom contents may be approached. This paper studies the use of music

in the classroom as a means to teach idioms to EFL (English as a Foreign Language) learners.

Idioms many times may constitute barriers for EFL students since it is not simple to discover

their meanings from looking up the words, separately, in the dictionary, for example. In this

paper, we conducted a research in order to determine whether songs in which idioms appear

embedded in significant contexts can enhance the comprehension of idioms to learners of

EFL.

Key words: Teaching/learning idioms through context. Use of music in the classroom.

Teaching/ learning English as a Foreign Language (EFL).


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RESUMO

H muitos estudos que comprovam os benefcios do uso da msica na aprendizagem.A msica memorvel e motivadora. Portanto, a msica pode constituir uma poderosa

ferramenta atravs da qual um grande nmero de contedos de sala de aula pode ser

abordado. Este trabalho estuda a utilizao da msica em sala de aula como uma abordagem

para ensinar expresses idiomticas para alunos de Ingls como Lngua Estrangeira (ILE).

Expresses idiomticas muitas vezes podem constituir barreiras para os estudantes de ILE,

uma vez que no simples descobrir o seu significado olhando as palavras que constituem a

expresso separadamente no dicionrio, por exemplo. Neste trabalho, ns conduzimos uma

pesquisa a fim de determinar se msicas nas quais expresses idiomticas aparecem inseridas

em contextos significativos podem melhorar a compreenso de expresses idiomticas para

aprendizes de ILE.

Palavras-chave: Ensino/aprendizagem de expresses idiomticas atravs do contexto.

Use da msica na sala de aula; Ensino/aprendizagem de Ingls como Lngua Estrangeira

(ILE).


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CONTENTS

1 INTRODUCTION ....06

2 REVIEW OF LITERATURE .......07

2.1 The rationale behind using music in classrooms .......07

2.2 Musical intelligence .....08

2.3 Problems concerning idioms comprehension......09

3 RESEARCH METHODOLOGY..........10

3.1 Confection of the questionnaires ..

3.2 Songs which can provide meaningful contexts for the learning of

idioms........11

3.2.1 Right as rain ..11

3.2.2 Fit as a fiddle ....11

3.2.3 To bite the dust.....11

3.2.4. Out of the blue ..12

3.2.5 How time flies! .12

3.3 Analysis of the data of the questionnaires ..12

4 FINAL CONSIDERATIONS.....14

5 REFERENCES15

6 APPENDIXES ...17

7 ANNEXES ........24


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1. INTRODUCTION

How little is required for pleasure! The sound of abagpipe. Without music, life would be an error

(FRIEDRICH NIETZSCHE)

Many studies have shown the benefits of the use of music in learning. Maley (in

MURPHEY, 1992, p. 3) argues that music is highly memorable, motivating and that its

message can be extremely emotional to some listeners . Therefore, songs constitute a

powerful tool to be worked with in the classroom. And the best part is that the numberof contents which can be explored through songs is enormous, if one knows how to

make the correct approach.

McCarthy & ODell(2002) define idioms as fixed expressionswhose meaning

is not immediately obvious from looking at the individual words in the idiom

(MCCARTHY & ODELL, 2002, p. 6). Many times, an idiom may constitute a barrier

to EFL students, since it is not simple to discover its meaning by looking it up on the

dictionary, for example. In the book English Idioms in Use (Cambridge University

Press, 2002), McCarthy and ODell list an average of 1,000 idioms selected from two

important corpora: the CANCODE corpus of spoken language, from the University of

Nottingham, and the Cambridge International corpus of written English. The analysis of

the corpora show that such idioms are largely used by native speakers of English,

appearing in everyday conversations, and also in authentic materials, such as

newspapers articles, novels and other contexts. Therefore, it is significant that EFL

learners get acquainted with these expressions.

With this in mind, we conducted a research in order to determine whether songs

in which idioms appear embedded in significant contexts can enhance the

comprehension of idioms to learners of EFL.


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2. REVIEW OF LITERATURE

2.1 THE RATIONALE BEHIND USING MUSIC IN CLASSROOMS

There is a lot of research regarding the use of music in the EFL classrooms. One

of the most influential researchers in this area is Tim Murphey, professor of Nanzan

University, in Japan, who wrote his PhD thesis on Songs and music in language

learning: an analysis of pop song lyrics and the use of song and music in teaching

English as foreign language (1989). In 1992, Murphey published Music & Song, a

resource book for teachers, which works as a guide on how to work using music and

songs in the classroom. Alan Maley, editor of the book, wrote these words for theForeword:

In relation to language learning, the use of music and song offers two major

advantages:

1 Music is highly memorable. Whether this is because it creates a state

of relaxed receptivity, or because its rhythms correspond in some way with

basic body rhythms, or because its messages touch deep-seated emotional or

aesthetic chords, or because its repetitive patterning reinforces learning

without loss of motivation whatever the reason, songs and music stick in

the head.

2 It is highly motivating, especially for children, adolescents, andyoung adult learners. Popular music in its many forms constitutes a powerful

subculture with its own mythology, its own rituals, and its own priesthood.

As such it is a part of students lives in a way that so much else we use is not.If we can tap into it, we release unsuspected positive energy.

But the appeal of music and song is not confined to the young, or to popular

music alone. Folk music, opera, classical music, ethnic music all have their

devotees. The emotional appeal is present to many types of learners. (MALEY in MURPHEY, 1992, p. 3)

On the same token, Jon Weatherford Stansell, from the University of Illinois,

who did an extensive review of literature on the use of music in the classroom,

discusses the important role songs can play in what concerns motivation, satisfaction,

and also importance for memory:

Music positively affects language accent, memory, and grammar as well as

mood, enjoyment, and motivation. Language teachers and music therapistsalike should encourage the conjoined study of these natural partners, because

communicating through a musical medium benefits everyone.

(STANSELL, 2005, p.3)


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Schoepp (2001) highlights the importance of using songs in the classroom for

developing what he calls automacity. In 2001, he wrote an article for the Internet TESL

Journal named Reasons for Using Songs in the ESL/EFL Classroom, in which he

discusses theoretical rationale, affective, cognitive and linguistical reasons for the use of

songs in the ESL classroom. According to him:

Songs also present opportunities for developing automaticity which is the

main cognitive reason for using songs in the classroom. Gatbonton and

Segalowitz (1988, p.473) define automaticity as "a component of language

fluency which involves both knowing what to say and producing language

rapidly without pauses." Using songs can help automatize the language

development process. (SCHOEPP, 2001)

2.2 MUSICAL INTELLIGENCE

The Multiple Intelligences Theory was established by dr. Howard Gardner in the

book Frames of Mind: The Theory of Multiple Intelligences, published in 1983.

Gardner, in his work, proposed the replacement of the traditional Intelligence Quotient

(IQ) test by the Multiple Intelligence (MI). Multiple intelligences comprehends eight

distinct domains of intelligence, which are: verbal-linguistic, mathematical-logical,

visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, and

naturalistic.

According to Gardners theory, people with musical intelligence are sensible to

rhythm, pitch, meter, tone, melody, timbre, and may use songs or rhythms to learn.

Therefore, musically intelligent people can benefit from the use of music in the EFL

classroom. The teacher may work both linguistic and musical abilities by using a song

to present an idioms meaning. Stansell (2005) affirms: The linguistic and musical

intelligences are separate, []but the two work together and the outcome is stronger

because of the cooperation.(STANSELL, 2005). In Teaching and Learning through

Multiple Intelligences, Campbell et al. provides knowledge to bring Gardners MI

theory into the classroom practice. According to them, people with musical intelligence

can organize sounds into meaningful patterns, and they also respond to a variety of

sounds with interest. Campell et al. also argue that because of the strong connection

between music and the emotions, music in the classroom can help create a positive

emotional environment conductive to learning, which is another strong reason why all

students, and not only the ones with musical intelligence, may benefit from the use ofsongs in the EFL classroom.


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2.3 PROBLEMS CONCERNING IDIOMS COMPREHENSION

What is an idiom? McCarthy & ODell (2002) define them as fixed expressions

whose meaning is not immediately obvious from looking at the individual wordsin the

idiom (MCCARTHY & ODELL, 2002, p. 6). Likewise, Mahmouds (2002) words

about idioms reiterate this idea of whole, of fixedness:

An idiom is a group of words which, as a whole, has a different meaning

from the meaning of the individual words it contains. Hence, the meaning of

the idiomatic expression is not the sum total of the words taken individually.

Accordingly, an idiom is learned and used as a single unit of language; it

should not be analyzed into its constituent elements. (MAHMOUD,

2002)

Many times, an idiom may constitute a barrier to EFL students and non-native

speakers, since it is not simple to discover its meaning by looking it up on the

dictionary, for example.

In the book From Corpus to Classroom, O'Keeffe, McCarthy and Carter

(2007) present recent work in corpus research, based on the analysis of corpora such as

CANCODE (The Cambridge and Nottingham Corpus of Discourse in English) and

Cambridge Internacional Corpus. Their work discusses how corpora can be used toimprove teaching. In chapter four, Idioms in everyday use and in language teaching,

there is a brief review of literature concerning some problems students may have when

dealing with idioms. According to them:

[] many studies have shown under-use of idioms amongst learners and

other non-native users in comparison with native-speaker data, or avoidance

of idioms in favour of single-word or other more literal alternatives, or errors

in form and function [..].

Several problems seem to lie at the root of the apparent deficit (a term used

guardedly here) in idiom-learning and use []. Firstly, because of theirvarying degrees of syntactic and lexical flexibility, and because of their often

specialised pragmatic attributes, idioms are, simply, difficult to get.

Secondly, as Irujo (1986) pointed out, idioms, even when correctly produced,

can sound strange on the lips of non-native users. (O'Keeffe, McCarthy

and Carter, 2007, p. 94)


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3. RESEARCH METHODOLOGY

In this section, we describe the research methodology used in our study. We describe

the geographical area where the study was administrated, the study design chosen, the

population and samples. We also detail the instrument used to collect the data.

A quantitative approach was followed. A descriptive survey design was used. A survey

is used to collect original data for describing a population too large to observe directly

(MOUTON, 1996, p. 232). The questionnaires of the surveys were distributed by the

researcher and then self-administered by the participants.

The research was conducted in a private languages school in the city of Vitria, Esprito

Santo, Brazil. The population of interest consisted of students of EFL. The samplesconsisted of 12 students of two different classes of English 5 level (equivalent to A2

level in the Common European Framework of Reference for Languages) and 20

students of two different classes of English 7 (equivalente to B1 level in the Common

European Framework of Reference for Languages).

The subjects should follow the following criteria: be a student of EFL, be at least 15

years old, be either sex or any race, be willing to participate, obtain the consent of

parents/guardians to participate if they are less than 18 years of age.

3.1 CONFECTION OF THE QUESTIONNAIRES

The first step in our research was the choice of songs in which idioms appear embedded

in meaningful contexts. Asl (2013) discusses the importance of context for the learning

of idioms in an article for the MEXTESOL (Asociacin Mexicana de Maestros de

Ingls) Journal.

According to Mondria and Wit-De Boer (1991), the best way of learning

words is with the aid of context. In other words, a wide range of vocabulary

can be learned as a result of having words in a specific context, from which

we can infer the meaning (Sternberg, 1987, cited in Mondria & Wit-De Boer,

1991). Since the learner performs a mental action of the word-form, making

connections between the context and his/her own prior knowledge, s/he will

establish a cognitive foothold (Mondria & Wit-De Boer, 1991). []

Widdowson (1983) mentions that schemata can allow for the organization of

information in long-term memory, namely the learner makes associations

between the idiomatic expressions included in a context and his/her personal

knowledge. In other words, the meanings of words that are learned from

context have a clearly positive effect on retention.(ASL, 2013)


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With that in mind, we selected some songs which could constitute significant means of

learning and help EFL students better associate each idiom with its meaning.

3.1.2 Songs which can provide meaningful contexts for the learning of idioms

3.1.2.1 Right as Rain

According to English Idioms in Use, p. 10, the meaning of as right as rain is

perfectly well. Adeles Right as Rain(Adele Adkins, Leon Michels, Jeff Silverman,

Nick Movshon, Clay Holley, 2007) may provide a substantial background to the

teaching of such idiom, as it can be seen in the song lyrics (Annex A)

The verses Who wants to be right as rain / It's better / When something is

wrong / You get excitement in your bones (ADKINS, Adele. et al., 2007) may provide

the understanding of the idiom right as rain by making as opposition between right

as rain (perfectly well) and when something is wrong: Who wants to be perfectly

well? Its better when something is wrong, you get excitement in your bones.

3.1.2.2 Fit as a fiddle

Another idiom that has the meaning of perfectly well is fit as a fiddle

(McCarthy and ODell, 2002, p. 10). In one of the most famous and acclaimed movies

of all times, Singin in the Rain (Gene Kelly and Stanley Donen, 1952), there is a

scene featuring the song Fit as a Fiddle (Al Hoffman and Al Goodhart, 1932)

(ANNEX B).

In the specific case of this song, the whole lyrics convey the meaning of the idiom, and

even the atmosphere of the song contributes to express the meaning of perfectly well;

The verses Fit as a fiddle and ready for love / I can jump over the moon and above

(HOFFMAN, GOODHART, 1932) or I havent a worry, I havent a care / I feel like a

feather thats floating on air (HOFFMAN, GOODHART, 1932), sung in a happy and

enthusiastic manner will most likely help students guess what the idiom means.

3.1.2.3 To bite the dust

McCarthy and ODell(2002) list, p. 10, to bite the dust as one of the informal

expressions for dying. The lyrics for Queens Another one bites the dust (JohnDeacon, 1980) (ANNEX C) may provide a significant context for one to guess the


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meaning of such idiom, as we can see on the following excerpt : Another one bites the

dust (2x) / And another one gone and another one gone / Another one bites the dust /

Hey, I'm gonna get you too / Another one bites the dust (DEACON, John. 1980).

3.1.2.4 Out of the blue / 3.1.5 How time flies!

Adeles hit Someone like you (Adele Adkins, Dan Wilson, 2007) (ANNEX D) to

illustrate the idioms out of the blue andhow time flies!.

The Oxford Dictionary of Idioms (2004, p. 31) defines out of the blue as

without warning; very unexpected. This meaning is illustrated in the following

strophe: I hate to turn up out of the blue, uninvited / But I couldnt stay away, I

couldnt fught it / I had hoped youd see my face and that youd be reminded / That for

me, it isnt over (ADKINS, WILSON, 2007).

Teachers can use these other verses to illustrate the meaning of the idiom how

time flies!, defined by McCarthy and ODell, 2002, p. 30, as you are surprised at how

quickly time has passed:You know how time flies / Only yesterday was the time of

our lives (ADKINS, WILSON, 2007).

3.2. ANALYSIS OF THE DATA OF THE QUESTIONNAIRES

In order to test our hypothesis, we produced two types of questionnaires: one in

which we asked about idioms without providing any context and one in which the same

question was asked, but taking in consideration the context of a certain song. The

comparison of these two types of survey would tell us if teaching idioms through the

context of songs can enhance students comprehension.

After the analysis of the songs, we selected two of them to produce

questionnaires: Right as rain, by Adele, and Another one bites the dust, by Queen.

The idioms that appear in the songs are, respectively, right as rain and to bite the

dust.

We selected four classes of students that agreed to participate in the research.

Each one signed a consent term (APPENDIX A), through which they gave permissionfor their answers on the questionnaires to be used in our research, without receiving any


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money for it. In the term, we made it explicit that every data used in our study would

follow the ethic guidelines of research and the anonymity of the participants would be

preserved.

The first questionnaire for right as rain simply asked what would you say

right as rain means? (APPENDIX B). We applied the questionnaire to 6 students of

an English 5 (A2 level in the Common European Framework of Reference for

Languages) class, i.e., a class of elementary EFL learners. Of the 6 total participants, 2

answered I dont know or similar answers; 2 tried to translate the expression literally;

and the other 2 participators assumed that it may be a slang, but did not get the

meaning correctly. (ANNEX E)

The second questionnaire for right as rain (APPENDIX C) consisted of the

lyrics for Adeles Right as Rain and the question Based on the context of the lyrics

of the song, what would you say right as rain means? . To apply the questionnaire, we

distributed the questionnaire sheets to 6 students of another English 5 class, explained

that they would listen to a song and then they would answer the question proposed. Of

the 6 total participants, 2 answered I dont know or similar answers; 2 tried to

translate the expression literally; and the other 2 participators tried to figure out the

meaning without literally translating, but did not get the meaning correctly. (ANNEX E)

The first questionnaire for to bite the dust simply asked what would you say

to bite the dust means? (APPENDIX D). We applied the questionnaire to 10 students

of an English 7 (B1 level in the European Framework of Reference for Languages)

class, i.e., a class of intermediate EFL learners. All the 10 participants answered I dont

know or similar answers.(ANNEX E)

The second questionnaire for to bite the dust (APPENDIX E) consisted of the

lyrics for Queens Another one bites the dust and the question Based on the context

of the lyrics of the song, what would you say to bite the dustmeans?. To apply the

questionnaire, we distributed the questionnaire sheets to 10 students of another English

7 class, explained that they would listen to a song and then they would answer the

question proposed. Of the 10 total participants, 8 answered I have no idea; and the

other 2 tried to figure out the meaning without literally translating, but did not get the

meaning correct. (ANNEX E)


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4. FINAL CONSIDERATIONS

After analyzing the data collected for our research, we unfortunately realized

that the songs could not, by themselves, make students comprehend the meaning of

idioms. It was evident that, even with activities in which idioms appeared embedded in

meaningful contexts, such expressions would still constitute a barrier for the EFL

learners who participated in our research.

However, despite the fact that song-based activities cannot isolatedly make EFL

learners apprehend the meaning of idioms, according to Campell et al., because of the

strong connection between music and the emotions, music in the classroom can helpcreate a positive emotional environment conductive to learning. Therefore, the use of

songs in classroom constitute more motivated, memorable and enjoyable activities, and

teachers can use songs in which idioms appear as an useful auxiliary resource for the

teaching of idioms.


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5. REFERENCES

ADKINS, Adele. et al. Right as Rain.Available at: .

Access on 08/10/2013.

ADKINS, Adele; WILSON, Dan. Someone Like You. Available at: . Access

on 08/10/2013.

ASL, Fatemeh Mohamadi. The Impact of Context on Learning Idioms in EFL Classes.

In: MEXTESOL Journal, v. 37, n. 1, 2013.Available at

. Access on

08/23/2013.

DEACON, John.Another one bites the dust. Available at: .

GARDNER, Howard:Frames of Mind: The Theory of Multiple Intelligences.New

York: Basic Books, 1983

HEAR SOMETHING THROUGH THE GRAPEVINE. In: The FreeDictionary.

Available at .

Access on 08/22/2013.

HOFFMAN, Al; GOODHART, Al.Fit as a fiddle. Available at: . Access on

08/11/2013 .

MAHMOUD, Abdulmoneim.Interlingual Transfer of Idioms by Arab Learners of

English. In: The Internet TESL Journal, v. 8, n. 12, 2002. Available at . Access on 08/23/2013.

MALEY, Alan. Foreword. In: MURPHEY, Tim:Music & Song. Oxford: Oxford

University Press, 1992.

MCCARTHY, Michael; ODELL, Felicity:English Idioms in Use. Cambridge:

Cambridge University Press, 2002
http://encartespop.blogspot.com.br/2011/04/faixa-bonus-encarte-adele-19.htmlhttp://encartes.blogspot.com.br/2011/04/encarteadele-21paginas-extras.htmlhttp://www.mextesol.net/journal/index.php?page=journal&id_article=194http://www.queenonline.com/en/the-band/discography/live-magic/#lyricshttp://idioms.thefreedictionary.com/hear+through+the+grapevinehttp://www.allmusicals.com/lyrics/singinintherain/fitasafiddle.htmhttp://iteslj.org/Articles/Mahmoud-Idioms.htmlhttp://iteslj.org/Articles/Mahmoud-Idioms.htmlhttp://www.allmusicals.com/lyrics/singinintherain/fitasafiddle.htmhttp://idioms.thefreedictionary.com/hear+through+the+grapevinehttp://www.queenonline.com/en/the-band/discography/live-magic/#lyricshttp://www.mextesol.net/journal/index.php?page=journal&id_article=194http://encartes.blogspot.com.br/2011/04/encarteadele-21paginas-extras.htmlhttp://encartespop.blogspot.com.br/2011/04/faixa-bonus-encarte-adele-19.html


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MOUTON, Johan. Understanding Social Research. Pretoria: Van Schaik Publishers,

1996.

NIETZSCHE, Friedrich. The Twilight of the Idols and The Anti-Christ: or How to

Philosophize with a Hammer. London: Penguin Classics, 1990. p. 3.

O'KEEFFE, Anne; MCCARTHY, Michael; CARTER, Ronald:From Corpus to

Classroom: Language Use and Language Teaching. Cambridge: Cambridge Language

Teaching Library, 2007.

SCHOEPP, Kevin.Reasons for Using Songs in the ESL/EFL Classroom. In: The

Internet TESL Journal, v. 7, n. 2, 2001. Available at . Access on 08/10/2013.

STANSELL, Jon Weatherford. The Use of Music for Learning Languages: A Review of

the Literature. 2005. Available at . Access on 08/20/2013.

WHITFIELD, Norman; STRONG, Barret.I heard it through the grapevine. Available

at: . Access on 08/20/2013.
http://iteslj.org/Articles/Schoepp-Songs.htmlhttp://iteslj.org/Articles/Schoepp-Songs.htmlhttp://iteslj.org/Articles/Schoepp-Songs.htmlhttp://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htmhttp://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htmhttp://letras.mus.br/marvin-gaye/15942/http://letras.mus.br/marvin-gaye/15942/http://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htmhttp://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htmhttp://iteslj.org/Articles/Schoepp-Songs.htmlhttp://iteslj.org/Articles/Schoepp-Songs.html


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APPENDIX A: MODEL OF THE CONSENT TERM

TERMO DE CONSENTIMENTO

Concordo em participar, como voluntrio, do projeto de pesquisa intituladoTEACHING IDIOMS THROUGH SONGS: A research with EFL learners, que temcomo pesquisadora responsvel Ana Lusa de Castro Soares do curso deLetras Ingls da Universidade Federal do Esprito Santo, orientada por GabrielBrito Amorim e Aurlia Leal Lima Lyrio, que podem ser contatados pelos e-mails [email protected] e [email protected].

O presente trabalho tem por objetivos: testar a eficcia de se utilizar msica nasala de aula de Ingls como Lngua Estrangeira (ILE) com a finalidade defornecer o contexto adequado para o ensino de expresses idiomticas, e

minha participao consistir em responder um questionrio para fins deanlise e estudo por parte da pesquisadora.

Compreendo que este estudo possui finalidade de pesquisa, que os dadosobtidos sero divulgados seguindo as diretrizes ticas da pesquisa, com apreservao do anonimato dos participantes, assegurando, assim minhaprivacidade. Sei que posso abandonar a minha participao na pesquisaquando quiser e que no receberei nenhum pagamento por esta participao.

_______________________________________________________________Nome e Assinatura

Vitria, _____ de fevereiro de 2014. .


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APPENDIX B: MODEL OF QUESTIONNAIRE 1 FOR RIGHT AS RAIN

What would you say right as rain means?

______________________________________________________________________

____________________________________________________________________________________________________________________________________________

______________________________________________________________________


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APPENDIX C: MODEL OF QUESTIONNAIRE 2 FOR RIGHT AS RAIN

Listen to the song and answer the question below:

Right as rain (Adele)

Who wants to be right as rain

It's better

When something is wrong

You get excitement in your bones

And everything you do's a game

When night comes

And your all on your own

You can say I chose to be alone

Who want to be right as rain

It's harder when your on top

Cause when hard work

Don't pay off

And I'm tired

There aint no room in my bed

As far as I'm concerned

So wipe that dirty smile off

We won't be making up

I've cried my heart out

And now

I've had enough of love

Who wants to be riding high

When you'll just crumble

Back on down

You give up everything you are

And even then you don't get far

They make believe that everything

Is exactly what it seems

But at least

When your at your worst

You know how to feel things

See when hard work

Don't pay off

And I'm tired

There ain't no room in my bed





And now


Go ahead and still my heart

To make me cry again

Cause it will never hurt

as much as it did then

When we were both right

And no one had blame

But now I give up

On this endless game

Cause who wants

To be right as rain

It's better


I get excitement

In your bones

Even thought

Everything's a strain

When night comes

And I'm all on my own

You should know

I chose to be alone

So who want to be

Right as rain

It's harder

When your on top


Don't pay off

And I'm tired






And now

I've had enough of Love


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Based on the context of the lyrics of the song, what would you say right as rain

means?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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APPENDIX D: MODEL OF QUESTIONNAIRE 1 FOR TO BITE THE DUST

What would you say to bite the dust means?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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APPENDIX E: MODEL OF QUESTIONNAIRE 2 FOR TO BITE THE DUST

Listen to the song and answer the question below:

Another One Bites The Dust - Queen

Uh, let's go

Steve walks warily down the street

With his brim pulled way down low

Ain't no sound but the sound of his feet

Machine guns ready to go

Are you ready, hey are you ready for

this?

Are you hanging on the edge of your

seat?

Out of the doorway the bullets rip

To the sound of the beat yeah

Another one bites the dust (2x)

And another one gone and another one

gone

Another one bites the dust

Hey, I'm gonna get you too


How do you think I'm going to get

along

Without you when you're gone

You took me for everything that I had

And kicked me out on my own

Are you happy, are you satisfied?

How long can you stand the heat


To the sound of the beat look out



gone




Hey

Oh take it, bite the dust, bite the dust

Hey, another one bites the dust

Another one bites the dust, ow

Another one bites the dust, hey, hey

Another one bites the dust, hah

Oh, shoot out

There are plenty of ways that you can

hurt a man

And bring him to the ground

You can beat him, you can cheat him

You can treat him bad and leave him

When he's down

But I'm ready yes I'm ready for you

I'm standing on my own two feet


Repeating to the sound of the beat



gone

Another one bites the dust yeah



Shoot out

Yeah, alright


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Based on the context of the lyrics of the song, what would you say to bite the dust means?

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ANNEX ARIGHT AS RAIN LYRICS

Right As Rain

Who wants to be right as rain

It's better


You get excitement in your bones

And everything you do's a game

When night comes

And your all on your own

You can say I chose to be alone

Who want to be right as rain

It's harder when your on top


Don't pay off

And I'm tired

There aint no room in my bed





And now


Who wants to be riding high

When you'll just crumble

Back on down

You give up everything you are

And even then you don't get far

They make believe that everything


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Is exactly what it seems

But at least

When your at your worst

You know how to feel things

See when hard work

Don't pay off

And I'm tired






And now


Go ahead and still my heart

To make me cry againCause it will never hurt

as much as it did then

When we were both right

And no one had blame

But now I give up

On this endless game

Cause who wants

To be right as rain

It's better


I get excitement

In your bones

Even thought


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Everything's a strain

When night comes

And I'm all on my own

You should know

I chose to be alone

So who want to be

Right as rain

It's harder

When your on top


Don't pay off

And I'm tired





I've cried my heart outAnd now

I've had enough of Love(ADKINS, MICHELS, SILVERMAN, MOVSHON, HOLLEY,

2007)


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ANNEX B - FIT AS A FIDDLE LYRICS

Fit as a fiddle

Fit as a fiddle and ready for love.

I can jump over the moon up above.

Fit as a fiddle and ready for love!

I haven't a worry, I haven't a care,

I feel like a feather that's floating on air,


Soon all the church bells will be ringing

And I'll march with Ma and Pa.

All the church bells will be ringing,

With a hey naughty-knotty and a hotcha-cha darling.

Hi, diddle-diddle, my baby's OK,

Ask me a riddle, I'm waiting to say


Soon all the church bells will be ringing

And I'll march with Ma and Pa.

All the church bells will be ringing,

With a hey naughty-knotty and a hotcha-cha darling.

Hi, diddle-diddle, my baby's OK,

Ask me a riddle, I'm waiting to say

Fit as a fiddle and ready for love! (Hoffman, Goodhart, 1932)


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ANNEX C: ANOTHER ONE BITES THE DUST LYRICS

Another One Bites The Dust

Uh, let's go

Steve walks warily down the street

With his brim pulled way down low

Ain't no sound but the sound of his feet

Machine guns ready to go

Are you ready, hey are you ready for this?

Are you hanging on the edge of your seat?


To the sound of the beat yeah


And another one gone and another one gone




How do you think I'm going to get along

Without you when you're gone

You took me for everything that I had

And kicked me out on my own

Are you happy, are you satisfied?

How long can you stand the heat


To the sound of the beat look out



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Hey

Oh take it, bite the dust, bite the dust

Hey, another one bites the dust

Another one bites the dust, ow

Another one bites the dust, hey, hey

Another one bites the dust, hah

Oh, shoot out

There are plenty of ways that you can hurt a man

And bring him to the ground

You can beat him, you can cheat him

You can treat him bad and leave him

When he's down

But I'm ready yes I'm ready for you

I'm standing on my own two feet


Repeating to the sound of the beat



Another one bites the dust yeah



Shoot out

Yeah, alright (DEACON, 1980)


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ANNEX D: SOMEONE LIKE YOU LYRICS

Someone like you

I heard that you settled down

That you found a girl and you're married now

I heard that your dreams came trueGuess she gave you things I didn't give to you

Old friend, why are you so shy?

Ain't like you to hold back or hide from the light

I hate to turn up out of the blue, uninvited

But I couldn't stay away, I couldn't fight it

I had hoped you'd see my face and that you'd be reminded

That for me, it isn't over

Never mind, I'll find someone like you

I wish nothing but the best for you, tooDon't forget me, I beg, I remember you said

Sometimes it lasts in love, but sometimes it hurts instead


You know how time flies

Only yesterday was the time of our lives

We were born and raised in a summer haze

Bound by the surprise of our glory days

I hate to turn up out of the blue, uninvited

But I couldn't stay away, I couldn't fight it

I had hoped you'd see my face and that you'd be remindedThat for me, it isn't over yet


I wish nothing but the best for you, too

Don't forget me, I beg, I remember you said

Sometimes it lasts in love, but sometimes it hurts instead, yeah

Nothing compares, no worries or cares

Regrets and mistakes, they're memories made

Who would have known how bittersweet this would taste?

Never mind, I'll find someone like youI wish nothing but the best for you




I wish nothing but the best for you, too



Sometimes it lasts in love, but sometimes it hurts instead (ADKINS, WILSON, 2007)


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ANNEX E: TRANSCRIPTIONS OF QUESTIONNAIRESANSWERS

Questionaire 1: What would you say right as rain means?

Transcription of the answers:

No sei. (I dont know)

Sei l. (I dont know)

I think is chove como certo (I think is it rains as right)

Est chovendo certo.(Its raining correctly)

Acho que pode ser algo que no esteja relacionado com a chuva em si, mas como uma

expresso com alguma caracterstica da chuva (I think it may be something that is not

related to the rain intself, but with an expression with some feature of the rain)

Seria tipo uma gria pancada certo no tem erro(I think it is some kind of slang,

pancada[brazilian slang], right, there is no mistake)

Questionnaire 2: Based on the context of the lyrics of the song, what would you say

right as rain means?


I dont know!!!

I havent ideia (sic)

Correto como a chuva (Right as rain)

Is the same (sic)of the expression right as rain, certo como a chuva (Is the same (sic)of

the expression right as rain, right as rain)

I dont know. Maybe, she want say (sic) clear like a rain, or transparent.

I dont understand the song, but I think that right as rain is like to like trying to be happy,

when your life is bad. (sic)

Questionnaire 3: What would you say to bite the dust means?


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No idea

No!

I dont know

I dont know

Sorry, no idea!

No

I dont know

I have no idea.

I have no idea

I dont know!

Questionnaire 4: Based on the context of the lyrics of the song, what would you say to

bite the dust means?


I have no idea

I have no idea!!!

I have no idea

I have no idea

I have no idea

I have no idea!

I have no idea

I have no idea

I think he is crazy

Stay in a bad postion

IDIOMS and MUSIC - Can the Teaching of Idioms Through Songs Enhance EFL Learners’ Comprehension

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