‘Using Rhymes and Songs for Teaching Core Vocabulary to Elementary School Students’ by Gareebullah Hago Hamdoun Mudawi


The study tries to make use of the songs and nursery rhymes as educational tools through which core vocabulary can be taught and understood to the children of elementary schools. The study was conducted at Altadreeb basic level schools at Shundi University in Sudan. The girls at the 6th grade were chosen as the experimental group for the study, while the boys in the same grade represented the control group. The present study exposes the experimental group to selected songs and rhymes in teaching core vocabulary, and to compare their outcomes with the control group to investigate the effectiveness of using songs and rhymes as a viable strategy for teaching core vocabulary to the students of elementary level. The  influence of  rhymes  on  the affective filter is discussed; it is  argued  that  songs can  increase learners’ motivation  and  self –confidence  while lowering  their  apprehension. In  addition, the  paper considers  whether  songs  are  a useful technique  on their own  in  imparting lexical knowledge,  and  if good  pronunciation may support vocabulary learning. Similarly, the flexibility of the verses’ repetitive rhythm is introduced as a substantial strategy through which memorization and retention of words are facilitated. The study  concludes  that  songs  in language  classrooms can  bring about  a flexible affective filter and  are  undoubtedly helpful in  learning  different  aspects  of lexical knowledge.  The study proved that songs and rhymes make learning fun and fuse learning and play to ensure that students are engaged and absorbing information.

Index terms: core vocabulary, nursery rhymes, songs strategy, lexical knowledge, language acquisition device.

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