Chapter Three: The Analysis 3.1 Introduction 25 3.2 Summary of the results 25 3.3 Discussion of the results 25 3.4 Research questions 28 3.5 Limitations of the experiments 31 3.6 Further research 36 3.7 Conclusion 32 References 33 Appendices 35 Abstract English has become a compulsory subject in schools in Japanese people study English at least for eight years at school now. In schools there are many methods of learning English. Learning English through music is one of the most popular methods in Japan. In fact, many schools use English songs as teaching material in English class. This thesis researched the effects and methods of learning English through music. In Chapter One, we looked at many effects of learning English through music and the merits and demerits of it. There are many ways of utilizing music for English learning. In Chapter Two, we look at the results of the data from a questionnaire given to 31 subjects. There were 22 questions in the questionnaire divided into two parts. The first part asked them about basic information and English learning. The aim of this part was to know their backgrounds and attitude to
Chapter Three: The Analysis 3.1 Introduction 25 3.2 Summary of the results 25 3.3 Discussion of the results 25 3.4 Research questions 28 3.5 Limitations of the experiments 31 3.6 Further research 36 3.7 Conclusion 32 References 33 Appendices 35 Abstract English has become a compulsory subject in schools in Japanese people study English at least for eight years at school now. In schools there are many methods of learning English. Learning English through music is one of the most popular methods in Japan. In fact, many schools use English songs as teaching material in English class. This thesis researched the effects and methods of learning English through music. In Chapter One, we looked at many effects of learning English through music and the merits and demerits of it. There are many ways of utilizing music for English learning. In Chapter Two, we look at the results of the data from a questionnaire given to 31 subjects. There were 22 questions in the questionnaire divided into two parts. The first part asked them about basic information and English learning. The aim of this part was to know their backgrounds and attitude to
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