The Effects of Music in the Foreign Language Learning Classroom

Bennett, Phillip A.

doi:10.37237/relay/020102

Cited by 7 publications

(7 citation statements)

References 12 publications

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“…The participants' reliance on music was evident in their descriptions of how it improves their foreign language ability and facilitates their overall experience of learning English. Almost all of the interviewees acknowledged the advantages of vocal music in learning English, corroborating the findings of previous studies on how using songs can be conducive to cultivating a greater interest in the target language (Bennett, 2019;Dolean, 2016;Setia et al, 2012;Werner, 2018). Revealing how music is intimately associated with intellectual processes, extrapolates the former's link with students' cognitive capacities and skills development, namely in regard to language acquisition.…”

Section: Discussionsupporting

confidence: 83%

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Ghidhaoui

2024

WoPaLP

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Complementary to its entertainment value, music is known for having educational relevance in foreign language learning, a topic which is often overlooked in andragogical studies. The present inquiry sought to explore the use of songs in language learning by focusing on the perceptions and experiences of adult EFL learners. The qualitative research data are drawn from semi-structured interviews conducted with 15 adult EFL learners of different occupational and cultural backgrounds. The study findings reveal that music is omnipresent in adult EFL learners’ lives, both as a means of entertainment or ‘alternative therapy’ and as an opportunity for promoting language learning. The interviewees emphasized the way that songs enhance their learning experience by developing their reading comprehension and speaking skills. However, more emphatically, they reinforced the role of songs in facilitating vocabulary learning, namely the enrichment of their lexical repertoire. While the collected data suggest a consensus concerning the positive effects of songs, some participants argued that any learning gain is conditioned by several classroom-related factors. Future research can benefit from a discussion on the practical applications of songs in the adult EFL classroom.

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Section: Discussionsupporting

confidence: 83%

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Ghidhaoui

2024

WoPaLP

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“…Anecdotal evidence and research indicate that many language teachers recognize the value of using music in the foreign language classroom (e.g., Muñoz 1969;Jolly 1975;Murphey 1990;Kramer 2001;Bennett 2019). By contrast, it's far less clear that teachers have discovered the value of drawing on language when teaching music.…”

Section: Conclusion: Applying Lessons Learnedmentioning

confidence: 99%

Motivating Traditional Musicians to Learn a Heritage Language in Gaelic Nova Scotia

2022

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It is urgent that we learn how to motivate learners of threatened heritage languages. Motivational theories, however, are weakened when they consider heritage languages in isolation from the rest of the culture in which they are enmeshed. By drawing on psycholinguist Zoltán Dörnyei's L2 Motivational Self System to analyze interviews with ten traditional musicians from Nova Scotia with varying degrees of Gaelic fluency, we find that musical knowledge inspires and enriches their language learning and vice versa. It is the interviewees’ holistic understanding of Gaelic culture, as well as the culture's links to community and heritage, that motivates them.

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“…Many foreign language learners (and many of their teachers) also believe in the power of music to support learning and memory (Ludke, 2020). But although listening to pop songs can support the learning and teaching of different L2 skills, there is comparatively little information about the kinds of foreign language pop music, and the role of different types of music-related activities, that can support foreign language learning in both formal teaching (Bennett, 2019) and particularly in informal learning contexts (Ludke, 2020). This section provides a background of historical foreign language teaching and learning methods and approaches, and research about how music has been used and what is still unknown about the role of music in this area.…”

Section: Pop Music In Informal Foreign Language Learningmentioning

confidence: 99%

Pop music in informal foreign language learning

Ludke

Morgan

2022

ITL

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There is currently little information about the kinds of foreign language pop music, songs and activities used by language learners in informal learning contexts. This systematic analysis provides an overview of research from 2010–2020 in an attempt to describe how foreign language learners find, listen to, and engage with pop songs from another country or culture and how this can lead to increased informal language learning, using qualitative observations and interview responses found in published articles to conduct thematic analysis using grounded theory. Thematic analysis resulted in six themes within the peer-reviewed qualitative journal articles, and we argue that more research is needed into learner perspectives and about how learners engage autonomously with L2 pop music in informal language learning.

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The Effects of Music in the Foreign Language Learning Classroom

Cited by 7 publications

References 12 publications

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Motivating Traditional Musicians to Learn a Heritage Language in Gaelic Nova Scotia

Pop music in informal foreign language learning

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