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Model for Using Music in Pronunciation Teaching (MOMUP): new validation and revision
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Abstract(s)
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).
Description
Keywords
Songs Pronunciation Additional language teaching Guidelines for teachers Validation
Pedagogical Context
Citation
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