English language music: Does it help with learning? (original) (raw)
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How music influences acquiring second language
Many studies have shown the relationship between music and language. Concerning the fact that music is one of the most dominant activities and that English, being the language of global communication, is more or less present in all students' playlists, my research is based on the idea that this language can be easily learnt through music. Music is, just like language, organized into hierarchically structured sequences. As one of the most prevailing activities in people's life, music influence both feelings and actions whether conscious or unconscious. The aim of this paper is to investigate through questionnaire and literature review how much music is dominant in students' life and how much it can improve acquiring vocabulary of English as the second language among students of English language and literature. This research gives a chance to further possibilities for investigating the music's influence on developing advanced language skills, correct use of grammatical constructions, just as particular investigation of the positive effect of music on learning English as the second language. I expect that this would help improving the lessons in English language, which would be accompanied by music.
The Great Effects of Applying Music on Learning Second Language
Universal Journal of Educational Research, 2020
Today, in order to achieve international co-operation in solving international problems related to education, economy and society, countries increasingly open, interact with each other more, then learning foreign languages is one of the extremely necessary requirements. However, learning a language is not an easy one for everyone. Everyone has a different ability, and the way and tools people use to learn languages are not the same. One of the tools they use is music. By using rhythms of favorite songs, the learners might have much more better pronunciation, that is, they would find it enjoyable to learn a new language, easier to remember. They no longer learn the grammatical structures or sentences in the books, and as a result, they could improve their speaking skills as well as other skills more naturally. This article will mention benefits of learning languages via music, the paper also mentions some characteristics of music and words to prove that music is an effective tool to make foreign language learning extremely effective. The paper was completed with the support of 100 students currently studying at some universities in Ho Chi Minh City. These students are studying English or Japanese. The online survey method and oral interviews aim to further clarify the importance of music for foreign language access. The results show that most students mention the effects of music but there are also students who are not really aware of the importance of this form of learning.
English language learning and popular music: a study in the Indian context
2014
During the last few decades sweeping changes are being seen in the lifestyle of India's urban youth, brought about by huge intrusion of digital media into their lives. One of those sweeping changes is the level of accessibility of music into their daily existence. Music today is ubiquitous, incessant, and indispensable. In this era of iPods and IPADs, music is everywhere. Most radio stations are devoted to music. There are TV channels and internet sites that promote and sell music, in addition to karaoke bars, rock concerts, and the inescapable music that haunts us in restaurants, stores, gyms, and in mobiles. Most young people submit themselves to this aural stimulation ceaselessly; they listen to music while driving, walking, working, eating, and studying. Life and music are inseparable. And the languages of their choice for musical stimulation include both English and other Indian languages. Today in India, knowledge of English is considered to be highly essential for better opportunities in life, in addition to being a trendy component in the cultural ethos of the youth. In the background of this persistent aural stimulation among teenagers and young adults, the paper aims at studying the influence of English songs on young people, and to examine the extent to which English songs have been able to support English language learning among the said group. The objective is to study how new media technologies can be utilised in improving language learning, with special focus on popular English music. A survey design was employed among a representative sample of teenagers, young professionals, homemakers and graduate students, to fulfil the objectives of the study.
Translation Today, 2017
Language and Music are two ways that human beings use to communicate and express themselves through sound‖. Abstract Numerous articles have been written on the role of music in language learning. The contribution of various scholars of different backgrounds in acknowledging the significance of music in promoting language learning is indeed astounding and encouraging. One would then wonder what new contribution in this already swelling body of information that this article seeks to provide. First of all, this study seeks to discuss practical or rather pedagogical strategies by which music can be utilised to promote foreign language learning. The approach employed in this study is quite unique in the sense that translation is taken as the gateway through which music can be harnessed to improve foreign language learning. The view that is central in this discussion is that, since music is understood as a universal language that cuts across different age groups, social and cultural structures, channelling translation based activities towards music can be a powerful method of foreign language learning. Rather than simply singing and rehearsing target language songs, learners can be given tasks and projects of translating target language songs into their L1/L2 and performing their work in classroom activities. In such activities, learners are given an opportunity of not only enjoying the process of foreign language learning but most importantly of localising the language experience into their lifestyle, thus domesticating the foreign. For instance, giving them an opportunity to use the target language learning material to compile songs which Music is a Gateway to the Soul… 94 they can translate and perform (both the original and the translated version) in front of other learners and the teacher, may give them the satisfaction of being the producers of their projects. Their chances of having an intimate relationship with their lyrics may be the much needed bond between the learner and the target language. In the context of this study, such projects are referred to as foreign language learning music/song projects. This discussion also encourages the utilisation of digitization in the performance of music/song projects. Hence, utilizing various applications that can be used to edit music (mini studios), music/song projects can be transformed into enjoyable activities, where learners may even forget that they are learning a foreign language and thus paving a way to a process of acquiring the target language rather than merely learning it.
Unlocking the Power of Music: A Novel Approach to Language Teaching and Learning
Teaching and learning a new language is a complex process that requires more than just memorizing vocabulary and grammar rules. Immersing oneself in the target language's culture and history is essential for achieving fluency and accuracy. In recent years, researchers have explored the potential of music as a tool for language learning. This paper discusses the benefits of using music in language learning, including improved listening comprehension, pronunciation and fluency, and cultural understanding. The theoretical framework of sociocultural theory, cognitive load theory, and task-based language learning is presented to support the use of music in language learning. This paper also provides practical recommendations for learners to incorporate music into their language learning routine, as well as resources for finding music in the target language, such as online music platforms and language learning apps. The article concludes by encouraging language learners to incorporate...
Music and Language Learning: An Introduction
Among the different aims of scientific inquiry are those of describing, explaining, understanding the phenomena we live with or are surrounded by, many of them profoundly embedded in human nature since ancient times, even since the creation of humankind. This is the case of language and music, two unique, innate human capacities that have been considered an object of study in many different disciplines. In fact, it is a research topic that goes across disciplines and has been dealt with in brain, language, music, education, and health studies. More concretely, melodic and rhythmical patterns are two crucial elements that can be found in both, language and music studies. Curiously enough, the idiom “to have an ear for” is found in many different languages and is directly related to language and music. So in French, we find the expression ‘avoir de l'oreille pour’, while in German it is ‘ein Ohr haben für’ and in Spanish ‘tener oído para’. It shows that beliefs about the relationship between music and language are somehow supported by our common verbal behaviour, by common sense or street wisdom. However, analysing what is meant by ‘having a good ear for music or languages’ brings many different research perspectives into the picture. From neuroscience, it raises question about brain functioning, what brain areas are triggered by both or how musical and language stimuli are processed (Patel, 2014). Psychologists are interested in the affective power of music and words, as well as in the explanation of the common cognitive processes the mind activates (Chobert & Besson, 2013). Musicologists mainly seek to understand how musical training benefits language learning and to describe the main ingredients of an optimal music-for-language learning intervention program (Runfola, Etopio, Hamlen & Rozendal, 2012). Health studies are concerned about the conditions in which humans’ well-being is affected by music and language (Barnes, 2015). Finally, Educational specialists are interested in finding if alternative teaching methods based on musical approaches could help learners to overcome language learning difficulties or simply make them learn at a quicker rate (Fonseca, Gomez, Jara, 2015). The interplay language-music brings to applied linguists enquiries about the nature and function of speech melodies, the role of prosody, or the descriptions of rhythmical patterns in verbal behaviour. From another perspective, applied linguists are interested in knowing about the role of music in first and second language acquisition to see if students with a good ear for music are better equipped for language learning (Fonseca, Avila & Segador, 2015). While trying to understand the relationship between language and music, and more deeply, while trying to find out how music contributes to communication exchanges in any language, what universal properties it adds to the first language acquisition process and how the teaching and learning of foreign languages could be improved, the necessarily fragmentary answers from all disciplines are needed. As language and music are innate human capacities, with an undeniable link between them, does it mean that everyone could benefit from its intertwined input in the language classroom? On the one hand, musical abilities enhance linguistic cognitive processes such as phonemic and phonological awareness, reading comprehension, vocabulary acquisition, listening and speech abilities. On the other hand, language learning takes also advantage of the emotional elements provided by music and songs. Musical activities have been found to influence memory, attention and effort as a result of their physiological properties and to foster a relaxed and safe but motivating and productive classroom atmosphere (Fonseca & Herrero, 2016).
2020
The use of songs and many other musical activities are usually perceived as useless in different teaching settings. Still, as studies showed, the strong effect and multifaceted changes music creates on both the learner and the learning process cannot be denied and hence provides a rationale for integrating them in EFL classrooms. This paper is part of an action research conducted in a Moroccan private high-school. Two science groups of 30 students took part in the study. The study aimed to check if any positive outcome occur due to music use. The findings concluded that, after being exposed to music activities sporadically, the two groups showed a change in attitudes and motivation to the English class.
Striking the Right Note:Overcoming Language Hurdles for Music Majors in an English-speaking World.” ISAM Gafsa as a Case Study. , 2024
English occupies a sturdy position in the global scene of academia, research and daily life as well. It represents a solid basis for foreign students who seek wider opportunities for job vacancies in and abroad. In fact, this serves as a reminder for the importance of the English language today, which is a very competitive tool in marketing and professional life overall. In this context, current research investigates the dynamicity of the English language and how it stretches its components and allows them to seep almost inside each curriculum of the Tunisian academic realm. In this respect, this paper aspires to go beyond the confines of traditional theoretical and hypothetical frameworks in linguistics that engaged in hotly debates related to 'fossilization' and errors persistence, 'monitor' and the 'audio-lingual' method's residues. The latter led to repressing linguistic competences, the development of habit formation and over-reliance on drills as well as the cessation of language acquisition at earlier stages _ broadly speaking high school years and later stages, particularly in faculty and as this research emphasizes and puts forward 'Music majors'. These methods combined with psychodynamic and internal mechanism resulted in speech reduction and limited linguistic repertoires that hurdles continually 'language proficiency'. To overcome these challenges, research has witnessed myriad of trends and new orientations to render the acquisition of a TL 'target language' possible. Thus, linguistic 'crossing' becomes a necessity to step beyond the so called stagnation. The new updates in linguistic practices and pedagogical techniques which ground the basis for a new teaching style include; 'suggestopedia', 'task-based method and contextualized learning in order to set the tones for communicative effectiveness, fluency and the implementation of a dynamic learning environment. Likewise, these techniques promote motivation, psychological settlement and attentive listening and engagement overall. The analysis of this paper is predicated on the interplay between fossilization and innovation in relation to EFL 'English as a Foreign Language' for Tunisian Music students. Therefore, the first part will unveil the challenges and remnants of traditional language learning approaches, while the second part will shed light on the practical methods that can help overcome the challenges and transgress rigid language barriers and learning difficulties.
Encuentro Journal , 2022
The present article reports on a study carried out with Primary Education students over a period of two consecutive years at a Bilingual state school in the Madrid Autonomous Community with a brief extension study in the third year. Our hypothesis was that the introduction of music in a CLIL context, where English was used, would enhance students' motivation and performance. The project design and its implementation included the composition of