The impact of music, songs and movement on the English language acquisition by preschool children between the ages of 48-60 months

The aim of this research is to investigate the effectiveness of music along with physi-cal movement in terms of English Language Acquisition of 48-60 months old young learners in the preschool education. This study has an experimental research design randomized pre-test, post-test with control group design. The sample was 44 public preschool children and there were 19 girls and 25 boys in total. Two instruments named "Rhythm Performance Observation Form" and "Vocabulary Performances Checklist" were used to collect the data. The program was planned for 10 weeks con-sisting of 33 English words and concepts. Total Physical Response (TPR) method was applied to carry out the research for both group. Related to target words and concepts, 11 educational English songs associated with physical activities were used. In the re-search group, rhythm and English action songs were used to achieve target English words and concepts. On the other hand, the control group did not receive rhythm and English music instead, flash cards expressing the target English words and concepts were given. From the point of English Language Acquisition, comparisons were made between scores of the control group and the research group based on rhythm and edu-cational English music associated with physical activities. Within each group, compari-sons were also made regarding the development of receptive language, expressive lan-guage and rhythm skills. The data collected was analyzed with Shapiro-Wilk analysis, Mann-Whitney U Test and Wilcoxon Signed Ranks Test. According to the findings of the study, there is a remarkable difference in language development on experimental group that acquired the language with the help of rhythm and English music associated with physical movements. When rhythm, receptive language and expressive language scores were evaluated, the results indicated that rhythm and English music combined with physical activities increase the level of children's language development more than using flashcards. Upon understanding the significant effectiveness of the rhythm and English music combined with physical activities the acquisition process of children aged between 48-60months, it can be concluded that teachers should use more songs and English music in their classroom. Moreover, songs should be used according to the aim of the target language for very young learners. Last but not least, English Lan-guage Acquisition ought to be given to children in their early years under the Pre-school Education Program. Keywords: Action Songs, English Language Acquisition, Rhythm, Very Young Learner.