Using Nursery Rhymes to Improve English Pronunciation in Algerian Primary Schools: The Case of Fourth-Year Pupils of Nacer Eddine Dinet Primary School in Ain Temouchent

Abstract

This study aims to investigate how nursery rhymes can improve English pronunciation for fourth-year primary school pupils learning English as a second language. The goal is to determine how effective nursery rhymes are in education and to determine which types of songs are best for improving speech and articulation. The research queries focus on how songs affect language skill enhancement, the significance of using songs as an educational method, and opinions on studying English through songs. In this study, a combination of methods is used to thoroughly investigate the impact of nursery rhymes on teaching English pronunciation in Algerian primary schools. a mixed-methods approach is utilized to comprehensively explore this idea. To begin with, a survey was given to English teachers to collect their views on incorporating nursery rhymes and educational songs in the classroom. Furthermore, systematic observations are carried out to evaluate the pronunciation of words by the experimental group of pupils both before and after being exposed to auditory and sound-supported materials. Researchers observe teaching practices, pupils’ engagement, and the impact of nursery rhymes on pronunciation and articulation. Both English teachers and fourth-year primary school pupils learning English as a foreign language are included in this study. The findings show a notable improvement in pupils' acquisition of English vocabulary, accuracy in pronunciation, understanding, and ability to remember when they are taught through songs. The research findings suggest that incorporating nursery rhymes into language and learning initiatives can enhance pupils' involvement, drive, and language abilities.