Abstract:

This experimental study aims to investigate the effects of songs applied with Neuro-linguistic Programming (NLP) techniques in the classroom on teaching vocabulary to young learners (YLs). To this end, the experiment was carried out with two groups of fifth grade primary school students. The students in the control group were taught the vocabulary via traditional methods and techniques without using any songs and other supplementary materials. Nevertheless, the experimental group was instructed through songs which are utilized to teach the new words through NLP techniques and principles. The treatment lasted for four weeks. In each treatment, the experimental group received an instruction of a class hour, 40 minutes. The new words to be taught in the last four units of the course book were previously chosen and included in the songs that were composed. A week later after each instruction, a post-test was administered to both control and experimental groups to observe the effects of the treatment and the difference between the test scores of the students in the control group and those of the students in the experimental group. The findings showed that the students in the experimental group received higher marks than those in the control group, which can be interpreted that songs and activities prepared according to NLP principles and techniques improved vocabulary retention of YLs while learning English.

Keywords:

Neuro linguistic programming, vocabulary, young learners, English, teaching.