Chapter 8
A register approach toward pop lyrics in EFL education
The language-educational literature seems to agree on the conversational nature of pop lyrics. Thus, they
have been advocated as an authentic, easily accessible and highly motivating resource for EFL learning, especially suitable to
introduce conversational features. The present study re-assesses the alleged conversationality of lyrics, which to date has
been implicitly assumed rather than empirically tested. It relies on a purpose-built pop lyrics corpus and applies
Multidimensional Analysis (MDA) to situate them relatively to other spoken and written registers. The MDA indicates that
lyrics constitute a specialized register, aligning with both spoken and written registers. This implies that rather than
merely representing a convenient EFL resource for the illustration of spoken features, lyrics should be analysed both in their
own right and in contrast to other registers, opening avenues for addressing broader issues such as register and language
awareness.
Article outline
- 1.Introduction
- 2.Previous register-based research on pop lyrics
- 3.Data and methodology
- 4.Results
- 4.1Situational characteristics
- 4.2Linguistic analysis
- 4.2.1Dimension 1
- 4.2.2Dimension 2
- 4.2.3Dimension 3
- 4.2.4Dimension 4
- 4.2.5Dimension 5
- 4.2.6Dimension 6
- 5.Lyrics and conversationality: Discussion and implications for EFL education
-
Notes
-
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