Language and Music: Designing a Course at an Academic Level
DOI:
https://doi.org/10.18778/1731-7533.20.3.02Keywords:
music, language, musicality testing, second language learningAbstract
The parallels that are present between language and music, together with popular beliefs that musicality may be a factor enhancing language learning, especially with regard to pronunciation, prompted the idea of designing an academic course whose main aim was to demonstrate the relation between the two domains from the linguistic perspective. There were eighteen students participating in the course which was an elective for 1st year MA students of English at the University of Łódź. The course content included presentation of direct links between language and music, and of selected studies indicating the influence of music on developing various aspects of linguistic performance, e.g. second language learning (e.g. Pastuszek-Lipińska, 2008; Kolinsky et al., 2009), early reading abilities (Fonseca-Mora et al., 2018) or pitch processing (Besson et al., 2007). The practical part of the course involved testing the students' musical abilities with the use of various tools: tests available online and a sample of a music school entrance exam (based on Rybińska et al., 2016). The participants completed tasks related to their English speech performance, i.e. recording the passage The North Wind and the Sun and analysing their English speech production with the use of acoustic speech analysis software (Praat) in order to learn about the ways in which they could explore the possible links between their musicality and performance in L2 English. The majority of students claimed that they had not been aware of the degree of interplay between language and music, and had overestimated their musical abilities prior to taking the tests, but they saw the potential of music training not only in language learning, but other spheres of human activity.
References
Balbag, M. A., Pedersen, N. L., & Gatz, M. (2014). Playing a Musical Instrument as a Protective Factor against Dementia and Cognitive Impairment: A Population-Based Twin Study. International Journal of Alzheimer's Disease 2014. DOI: 10.1155/2014/836748
Google Scholar
Besson, M., Moreno, S., Santos, A., & Magne, C. (2007). Influence of musical expertise and musical training on pitch processing in music and language. Restorative Neurology and Neuroscience, 25(3-4), 399–410. https://doi.org/10.1155/2014/836748
Google Scholar
DOI: https://doi.org/10.1155/2014/836748
Besson, M., & Schön, D. (2001). Comparison between language and music. Annals of the New York Academy of Sciences, 930, 232–259. https://doi.org/10.1111/j.1749-6632.2001.tb05736.x
Google Scholar
DOI: https://doi.org/10.1111/j.1749-6632.2001.tb05736.x
Bowles, A. R., Chang, C. B. & Karuzis V. P. (2016). Pitch ability as an aptitude for tone learning. Language Learning, 66(4), 774–808. https://doi.org/10.1111/lang.12159
Google Scholar
DOI: https://doi.org/10.1111/lang.12159
Burnham, D., Brooker, R. & Reid, A. (2015). The effects of absolute pitch ability and musical training on lexical tone perception. Psychology of Music, 43(6), 881–897. https://doi.org/10.1177/0305735614546359
Google Scholar
DOI: https://doi.org/10.1177/0305735614546359
Carpentier, S. M., Moreno, S., & McIntosh, A. R. (2016). Short-term Music Training Enhances Complex, Distributed Neural Communication during Music and Linguistic Tasks. Journal of Cognitive Neuroscience, 28(10), 1603–1612. https://doi.org/10.1162/jocn_a_00988
Google Scholar
DOI: https://doi.org/10.1162/jocn_a_00988
Chobert, J., & Besson, M. (2013). Musical Expertise and Second Language Learning. Brain Sciences, 3(2), 923–940. https://doi.org/10.3390/brainsci3020923
Google Scholar
DOI: https://doi.org/10.3390/brainsci3020923
Chow, I., & Brown, S. (2018). A Musical Approach to Speech Melody. Frontiers in Psychology, 9, Article 247. https://doi.org/10.3389/fpsyg.2018.00247
Google Scholar
DOI: https://doi.org/10.3389/fpsyg.2018.00247
Christiner, M., & Reiterer, S. M. (2013). Song and speech: examining the link between singing talent and speech imitation ability. Frontier of Psychology, 4, Article 874. https://doi.org/10.3389/fpsyg.2013.00874
Google Scholar
DOI: https://doi.org/10.3389/fpsyg.2013.00874
Chwastek, A. (2021). Kierunki zmian polskiego systemu edukacji muzycznej. Wychowanie Muzyczne, 4. 4-7.
Google Scholar
Costa-Giomi, E. (2004). Effects of Three Years of Piano Instruction on Children’s Academic Achievement, School Performance and Self-Esteem. Psychology of Music, 32(2), 139-152. https://doi.org/10.1177/0305735604041491
Google Scholar
DOI: https://doi.org/10.1177/0305735604041491
Coumel, M., Christiner, M., & Reiterer, S. M. (2019). Second language accent faking ability depends on musical abilities, not on working memory. Frontiers in Psychology, 10, Article 257. https://doi.org/10.3389/fpsyg.2019.00257
Google Scholar
DOI: https://doi.org/10.3389/fpsyg.2019.00257
Delogu, F., Lampis, G., & Belardinelli, M. (2006). Music-to-language transfer effect: May melodic ability improve learning of tonal languages by native nontonal speakers? Cognitive Processing, 7, 203-207. https://doi.org/10.1007/s10339-006-0146-7
Google Scholar
DOI: https://doi.org/10.1007/s10339-006-0146-7
Dolean, D. D. (2015). The effects of teaching songs during foreign language classes on students' foreign language anxiety. Language Teaching Research, 20(5), 638–653. https://doi.org/10.1177/1362168815606151
Google Scholar
DOI: https://doi.org/10.1177/1362168815606151
Dolman, M., & Spring, R. (2014). To What Extent Does Musical Aptitude Influence Foreign Language Pronunciation Skills? A Multi-Factorial Analysis of Japanese Learners of English, World Journal of English Language, 4(4), 1-11. https://doi.org/10.5430/wjel.v4n4p1
Google Scholar
DOI: https://doi.org/10.5430/wjel.v4n4p1
Engh, D. (2013). Why Use Music in English Language Learning? A Survey of the Literature. English Language Teaching, 6(2), 113-127. https://doi.org/10.5539/elt.v6n2p113
Google Scholar
DOI: https://doi.org/10.5539/elt.v6n2p113
Foncubierta, J. M., Machancoses, F. H., Buyse, K., & Fonseca-Mora, C. (2020). The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency? Frontiers in Neuroscience, 14, 1-13. https://doi.org/10.3389/fnins.2020.00399
Google Scholar
DOI: https://doi.org/10.3389/fnins.2020.00399
Fonseca-Mora, C. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152. https://doi.org/10.1093/elt/54.2.146
Google Scholar
DOI: https://doi.org/10.1093/elt/54.2.146
Fonseca-Mora, Carmen, Toscano-Fuentes, Carmen, & Wermke, Kathleen. 2011. Melodies that help: The relation between language aptitude and musical intelligence. Anglistik International Journal of English Studies. 22 (1). 101-118.
Google Scholar
Fonseca-Mora, C., Herrero, F., & Gomez-Dominguez, M. (2018). First and foreign language early reading abilities: The influence of musical perception. Psychology of music, 47(2). https://doi.org/10.1177/0305735617746734
Google Scholar
DOI: https://doi.org/10.1177/0305735617746734
Gordon, E. E. (2006). Nature, source, measurement, and evaluation of music aptitudes. Polskie Forum Psychologiczne, 11(2), 227–237.
Google Scholar
Govaart, G. (2014). Adding music to a vowel contrast. Can the learning of an unknown vowel contrast benefit from the addition of musical features to a distributional learning task? Unpublished BA Taalwetenschap. Faculteit der Geesteswetenschappen. Universiteit van Amsterdam.
Google Scholar
Gralińska-Brawata, A. (2013). The dynamics of linguistic rhythm in Polish learners of English. Unpublished PhD dissertation. University of Łódź.
Google Scholar
Gralińska-Brawata, A., & Rybińska, P. (2016, December 9-11). Teaching word stress to Polish advanced students: musical abilities and word stress [Conference presentation]. Xth International conference on native and non-native accents of English: ACCENTS, Łódź, Poland.
Google Scholar
Gralińska-Brawata, A., & Rybińska, P. (2017). The relationship between the production of word stress and musical abilities in Polish learners of English. Research in Language, 15(3). 265-283. https://doi.org/10.1515/rela-2017-0015
Google Scholar
DOI: https://doi.org/10.1515/rela-2017-0015
Kaszycka, M. (2021). A study on the relationship between musical ability and EFL pronunciation proficiency. Linguistics Beyond And Within, 7, 58-67. https://doi.org/10.31743/lingbaw.13453
Google Scholar
DOI: https://doi.org/10.31743/lingbaw.13453
Kolinsky, R., Cuvelier, H., Peretz, I., & Morais, J.. 2009. Music Training Facilitates Lexical Stress Processing. Music Perception, 26(3), 235-246. https://doi.org/10.1525/mp.2009.26.3.235
Google Scholar
DOI: https://doi.org/10.1525/mp.2009.26.3.235
Kraus, N., Strait, D. L., & Parbery-Clark, A. (2012). Cognitive factors shape brain networks for auditory skills: spotlight on auditory working memory. Annals of the New York Academy of Sciences, 1252, 100–107. https://doi.org/10.1111/j.1749-6632.2012.06463.x
Google Scholar
DOI: https://doi.org/10.1111/j.1749-6632.2012.06463.x
Kraus, N., & Slater, J. (2015). Music and language: relations and disconnections. The Human Auditory System: Fundamental Organization and Clinical Disorders. Handbook of Clinical Neurology, 129, 207-222. https://doi.org/10.1016/B978-0-444-62630-1.00012-3
Google Scholar
DOI: https://doi.org/10.1016/B978-0-444-62630-1.00012-3
Ladefoged, P., & Johnson, K. (2010). A course in Phonetics. Sixth edition. Wadsworth Publishing.
Google Scholar
Ludke, K. M., Ferreira, F., & Overy, K.. (2014). Singing can facilitate foreign language learning. Memory & Cognition, 42, 41-52. https://doi.org/10.3758/s13421-013-0342-5
Google Scholar
DOI: https://doi.org/10.3758/s13421-013-0342-5
Mairano, P., & Romano, A. (2011). Rhythm metrics for 21 languages. 17th International Congress of Phonetic Sciences, 1318-1321.
Google Scholar
Marjanen, K. (ed.). (2012). European Music Portfolio: A Creative Way into Languages & Transversal learning through music in the teaching profession. Teacher's Booklet: The Finnish Approach.
Google Scholar
Mashizha, S. (n.d.) The Impact of Music on Language & Early Literacy: A Research Summary In Support of Kindermusik’s ABC Music & Me. Available from: https://www.academia.edu/27908526/The_Impact_of_Music_on_Language_and_Early_Literacy [Accessed: 24th September 2020].
Google Scholar
Milovanov, R., Huotilainen, M., Välimäki, V., Esquef, P. A. A., & Tervaniemi, M. (2008). Musical aptitude and second language pronunciation skills in school-aged children: neural and behavioral evidence. Brain Research, 1194, 81–89. https://doi.org/10.1016/j.brainres.2007.11.042
Google Scholar
DOI: https://doi.org/10.1016/j.brainres.2007.11.042
Milovanov, R., Pietilä, P., Tervaniemi, M., & Esquef, P. A. A. (2010). Foreign language pronunciation skills and musical aptitude: a study of Finnish adults with higher education. Learning and Individual Differences, 20, 56–60. https://doi.org/10.1016/j.lindif.2009.11.003
Google Scholar
DOI: https://doi.org/10.1016/j.lindif.2009.11.003
Nardo, D., & Reiterer, S. M. (2009). Musicality and phonetic language aptitude. In G. Dogil, S. M. Reiterer (eds.), Language talent and brain activity. Trends in applied linguistics, 213-255. Mouton De Gruyter. Berlin-New York. https://doi.org/10.1515/9783110215496.213
Google Scholar
DOI: https://doi.org/10.1515/9783110215496.213
Pastuszek-Lipińska, B. (2008). Influence of music education on second language acquisition. The Journal of the Acoustical Society of America, 123(5). https://doi.org/10.1121/1.2935254
Google Scholar
DOI: https://doi.org/10.1121/1.2935254
Patel, A. D. (2010). Music, biological evolution, and the brain. In M. Bailar (ed.), Emerging disciplines, Rice University Press, Houston, TX. 91-144.
Google Scholar
Reimer, B. (2003). A philosophy of music education. Upper Saddle River, New Jersey: Pearson Education, Inc.
Google Scholar
Reiterer, S. M. (2019). Neuro-psycho-cognitive markers for pronunciation/speech imitation as language aptitude. In Z. Wen, P. Skehan, A. Biedroń, S. Li & S. L.Sparks (eds.), Language Aptitude: Advancing Theory, Testing, Research and Practice, 277–299. Taylor & Francis. https://doi.org/10.4324/9781315122021-14
Google Scholar
DOI: https://doi.org/10.4324/9781315122021-14
Tizian, S. (2016). Listen & Learn: an experiment on the effectiveness of songs in English L2 Pronunciation. MA thesis. Università degli Studi di Padova.
Google Scholar
Trainor, L., Shahin, A., J., & Roberts, L. E. (2009). Understanding the Benefits of Musical Training: Effects on Oscillatory Brain Activity. Annals of the New York Academy of Sciences, 1169(1), 133-142. https://doi.org/10.1111/j.1749-6632.2009.04589.x
Google Scholar
DOI: https://doi.org/10.1111/j.1749-6632.2009.04589.x
Turker, S., & Reiterer, S. M. (2021). Brain, musicality, and language aptitude: A complex interplay. Annual Review of Applied Linguistics, 41, 95-107. https://doi.org/10.1017/S0267190520000148
Google Scholar
DOI: https://doi.org/10.1017/S0267190520000148
Weiss, A. H., Granot, Roni Y., & Ahissar, M. 2014. The enigma of dyslexic musicians. Neuropsychologia, 54, 28-40. https://doi.org/10.1016/j.neuropsychologia.2013.12.009
Google Scholar
DOI: https://doi.org/10.1016/j.neuropsychologia.2013.12.009
White, K. N. (2007). The effects of background music in the classroom on the productivity, motivation, and behavior of fourth grade students. Master of Education in Divergent Learning, Columbia College.
Google Scholar
Zatorre, R. J., & Baum, S. R. (2012). Musical Melody and Speech Intonation: Singing a Different Tune. PLoS Biology, 10(7). https://doi.org/10.1371/journal.pbio.1001372
Google Scholar
DOI: https://doi.org/10.1371/journal.pbio.1001372
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.