Résumé:
This study explores teachers' perceptions of using songs to acquire new
vocabulary. It aims to explore teachers' approaches and practices in using
songs for vocabulary instruction and examine the factors influencing their
decision to incorporate songs in vocabulary teaching. The study employs a
quantitative approach; The study utilizes a questionnaire that includes nine
closed-ended and four open-ended questions to gather data from 36 teachers
from different cities in Algeria. The quantitative analysis demonstrates a high
consensus among participants regarding the significance of teaching new
vocabulary words and the effectiveness of using songs to facilitate vocabulary
acquisition. The thematic analysis of free-form responses highlights key
themes, including the impact of songs on vocabulary acquisition, the
engagement and motivation fostered by musical engagement, and the
importance of catchy melodies, relevant lyrics, and clear pronunciation. The
findings confirm the effectiveness of using songs as a teaching method to
enhance vocabulary acquisition. The significance of this study lies in its
exploration of teachers' perceptions of using songs to acquire new vocabulary.
The study provides valuable insights into the role of songs in language
classrooms. Understanding teachers' perceptions of the effectiveness and
benefits of using songs for vocabulary acquisition enhances vocabulary
learning strategies. It provides valuable insights into the role of songs in the
classroom. The findings from this study can inform educators and curriculum
developers in optimizing vocabulary instruction by incorporating songs as a
pedagogical too
