Reference Data:
Nakagawa, M. (2026). Song selection criteria for EFLsenior high school vocabulary development. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-21
Songs are valuable resources for English teachers as they provide enjoyment and repeated exposure to high-frequency vocabulary. However, selecting appropriate songs can be challenging because their linguistic and musical elements vary considerably. In the absence of clearly defined song selection criteria, teachers may rely partly on subjective preferences or personal experiences, which may increase the likelihood of selecting songs with a heavy vocabulary burden or reduced singability. This paper outlines a set of concrete and objectively measurable criteria for song selection. Informed by the research literature, these criteria consist of vocabulary frequency, vocabulary repetition, tempo, and lyrical density. An analysis of two groups of songs is presented to illustrate how the proposed criteria can help teachers select songs more systematically in terms of their pedagogical suitability and singability by considering their linguistic and musical features.
英語の歌は、学習者に楽しさをもたらしながら高頻度語に繰り返し触れる機会を提供する点で、英語教育において教育的価値を有する教材である。しかし、楽曲ごとに言語的・音楽的要素が大きく異なるため、適切な歌を選定することは容易ではない。明確な選曲基準が存在しない場合、教師は主観的な好みや経験に基づいて楽曲を選ぶ傾向があり、その結果、生徒にとって適切でない語彙負担や歌唱のしづらい楽曲の使用につながることがある。本研究は、先行研究に基づき、語彙頻度、語彙の繰り返し、テンポ、歌詞密度の四つの観点から構成される、客観的に測定可能な選曲基準を提示する。さらに、二つの楽曲群の分析を通して、提案された基準が、楽曲の言語的・音楽的特徴を考慮した、より体系的な選曲にどのように寄与し得るかを示す。
