The qualitative and quantitative research are carried out through participatory action research and case study research frameworks. This study uses a mixed methodology to investigate the effect of music with lyrics on the learning of emotive vocabulary and pronunciation. The following theoretical frameworks form the background of the vocabulary and pronunciation intervention executed in this study: the task based theoretical approach (Ellis, 2003 & Nunan, 2004) the second language acquisition theory (Krashen, 1982) specifically the input hypothesis and the affective filter hypothesis the adaptive control of thought-rational (Anderson, 19), the input processing model (VanPatten, 1996) and the multidimensional memory model (Baddeley, 2000a). The repetitive and relaxing nature of music should be able to play a role in the learning of vocabulary and pronunciation. Suitable music with lyrics provides suitable examples of vocabulary and pronunciation in a natural context. Pronunciation is especially neglected in the classroom. However, this is not the case in practice. The instruction and learning of vocabulary and pronunciation should form the basis of language courses. The use of music in the language class as pedagogical aid, mainly for the teaching of vocabulary and for listening tests, has been used for decades. Thesis (MA)-Stellenbosch University, 2017.ENGLISH ABSTRACT: This study investigates the use of music as pedagogical aid for the learning of Afrikaans emotive vocabulary and pronunciation by first year university students that are foreign language students of Afrikaans.

Afrikaanse musiek lyrics