The efficacy of singing in foreign-language learning
By Arla Good, Frank A. Russo, J. Sullivan. 2015
93 citations recorded by the source corpus.
This study extends the popular notion that memory for text can be supported by song to foreign-language learning. Singing can be intrinsically motivating, attention focusing, and simply enjoyable for learners of all ages. The melodic and rhythmic context of song enhances recall of native text; however, there is limited evidence that these benefits extend to foreign text. In this study, Spanish-speaking Ecuadorian children learned a novel English passage for 2 weeks. Children in a sung condition learned the passage as a song and children in the spoken condition learned the passage as an oral poem. Children were tested on their ability to recall the passage verbatim, pronounce English vowel sounds, and translate target terms from English to Spanish. As predicted, children in the sung condition outperformed children in the spoken condition in all three domains. The song advantage persevered after a 6-month delay. Findings have important implications for foreign language instruction.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/3ea930b06109aa450d3319d0fbfbfa54564fa440
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In Cognitive Neuroscience
In Experimental and Cognitive Psychology
Citations in the corpus
- Automatic Lyrics Transcription in Polyphonic Music: Does Background Music Help? (2019, background): “Lyrics contribute to the mood of the song [1, 2], affect the opinion of a listener about the song [3], and even help in foreign language learning [4, 5].”