Mejora De Las Habilidades De Escucha en El Inglés Como Segunda Lengua Mediante La Aplicación De Metodología Musical (original) (raw)
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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.
Music in the Foreign Language Classroom: How and Why?
Journal of Language Teaching and Research, 2019
Despite a positive attitude towards the use of music in the foreign language classroom, teachers rarely integrate music into their lessons. Studies suggest two main explanations for this discrepancy: a limited knowledge of adapted material and a lack of theoretical grounding to support the use of music in the foreign language classroom. This article aims at examining how and why music can be used in the foreign language classroom. The first section describes some musical methodologies frequently used for language acquisition over time and provides references to resources containing music-based exercises for foreign language learning. The second part reviews research studies about the potential benefits of music-related methodologies for language acquisition and for specific linguistic skills.
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.
Learning Spanish as a foreign language through Music
Aula Abierta
Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understanding the lyrics. Also, musical training was found to be an indicator of a higher level of lyrical comprehension. It was concluded that the growing popularity of Spanish language music, changes in music consumption, and the democratization of listening platforms— along with the ability that songs have to generate well-being and to create links, as well as to represent the target culture—were de...
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).
A Review of Research on the Effects of Music upon Second Language Acquisition
Universal Journal of Educational Research, 2020
Music and songs have been long used as an attractive approach to enhance the skills in second language learning. While the majority of the existing research has been focused mainly on the value of using music to acquire language skills, researchers have recently started to delve into its prospective within the educating development. The qualitative synthesis consists of qualitative and quantitative research targeted to address the gaps observed in the literature regarding the integration of music into pedagogical strategies. There were six main findings materialized: (a) a fluctuation trend shown in using music in the pedagogical strategies; (b) the theoretical and conceptual perspectives of using music to enhance the skills of the second language; (c) the variation of perceptions, attitudes and usage patterns; (d) the effects on integrating music in the pedagogical strategies; (e) the identified challenges were listed out; and (f) proven affordances support in using music to second language learners. The findings were interpreted to determine the implications on music developments upon second language learners in the teaching area including the direction progress for the integration and study.
Analyzing Influence of Music in Developing Language Young Learneers
PROJECT (Professional Journal of English Education)
The purpose of this study to determine the effect of music in language learning against young students in one primary school in Batujajar Kabupaten Bandung Barat. Some of the things that become the focus in this research is how much influence created from music when applied in language learning especially for young learners. This study uses case study design. The subject of this research is the some students of first grade of elementary school. Subjects were analyzed based on their abilities after the application of this study and any positive impact that arose from young learners after the study. And reported descriptively. After analyzed the data shows the influence of music, that students look more excited in the process of learning the language. The data also indicated that some students be able to showed cheerfulness and showed good interaction with the other students. With reference to the findings suggested to teachers to teach the language especially to young learners can us...
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.
2021
The present paper aims at promoting pedagogical reflection by providing the theoretical foundations on the connections between foreign language learningand music, which shapes a CLIL Music program named MOVIC (Movement & Music in English). It alsoencourages the implementation of CLIL Music approaches in the English as a Foreign Language (EFL) classroom.The paper focuses on the benefits that music brings toEFL classrooms, as well as it contextualizes the current situation in the Spanish education system and the pedagogical possibilities that the use of music encompasses. Finally, it presents the EFL approach to MOVIC, together with a sample activity, and it providesa series of pedagogical implications for foreign language teachers and policymakers.