Musicians Outperform Non-Musicians In English Language Vocabulary Uptake And Listening Comprehension Tasks
Keywords:music students, vocabulary acquisition, musical abilities, listening skills, foreign language learning,
Numerous possibilities, that have arisen in the result of globalization and cultural integration, require modern specialists, and musicians in particular, to speak English language fluently. Thus, methods of teaching professionally directed foreign language should develop and heed special abilities of learners to meet their academic and professional needs. Foreign language acquisition is influenced by numerous factors such as deciphering and processing of speech sounds, words segmentation, pronunciation, memory, attention, the ability to associate the sound of the word with its meaning. It is considered that musical abilities have positive impact on these factors. The influence of musical training on foreign language acquisition has been in scope of many scholarly works worldwide. It is considered that music expertise facilitates the development of phonological, listening and vocabulary skills in foreign language learning. Moreover, musicians have abilities to detect subtle pitch deviations in music and language, segment continuous speech, as well as superior auditory abilities, which enable them to hear better even in noise. Therefore, we hypothesize, that listening can be an effective tool in teaching English professionally directed lexical competence to future musicians. In this study we analyse theoretical data relevant to the current research and seek to compare performance of musicians and non-musicians in various vocabulary and listening tasks when learning English lexical competence through listening. Our findings prove that musical expertise enhances listening comprehension skills; listening leads to vocabulary uptake and can be an effective source of English professionally directed lexical competence development in musicians.
Alexander, J. A., Wong, P. C., & Bradlow, A. R. (2005). Lexical tone perception in musicians and non-musicians. In Ninth European Conference on Speech Communication and Technology.
Anderson, A., & Lynch, T. (1988). Listening. UK: Oxford University Press.
Bespalko, V. P. (1968). Opyt razrabotki i ispol’zovanija kriteriev kachestva usvoenija znanij [Experience in developing and applying evaluation criteria for knowledge acquisition]. Sovetskaja pedagogika, 4, 52-59.
Besson, M., Chobert, J., & Marie, C. (2011). Transfer of training between music and speech: common processing, attention, and memory. Frontiers in psychology, 2, 94.
Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language learning, 56, 9-49.
Chandrasekaran, B., Krishnan, A., & Gandour, J. T. (2009). Relative influence of musical and linguistic experience on early cortical processing of pitch contours. Brain and language, 108(1), 1-9.
Chobert, J., & Besson, M. (2013). Musical expertise and second language learning. Brain sciences, 3(2), 923-940.
Cohen, M. A., Evans, K. K., Horowitz, T. S., & Wolfe, J. M. (2011). Auditory and visual memory in musicians and nonmusicians. Psychonomic bulletin & review, 18(3), 586-591.
Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in psychology, 2, 124.
François, C., Chobert, J., Besson, M., & Schön, D. (2012). Music training for the development of speech segmentation. Cerebral Cortex, 23(9), 2038-2043.
Franklin, M. S., Sledge Moore, K., Yip, C. Y., Jonides, J., Rattray, K., & Moher, J. (2008). The effects of musical training on verbal memory. Psychology of Music, 36(3), 353-365.
Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75. doi:10.1016/S0346- 251X(99)00060-3
Gottfried, T. L., & Riester, D. (2000). Relation of pitch glide perception and Mandarin tone identification. Journal of the Acoustical Society of America, 108(5), 2604.
Gottfried, T. L., Staby, A. M., & Ziemer, C. J. (2004). Musical experience and Mandarin tone discrimination and imitation. The Journal of the Acoustical Society of America, 115(5), 2545-2545.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182. doi:10.1016/j.system.2005.11.001
Guion, S. G., & Pederson, E. (2007). Investigating the role of attention in phonetic learning. In O.-S. Bohn & M.J. Munro (eds.), Language experience in second language speech learning (pp. 57-77). John Benjamins Publishing Company.
Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Khomskaia, H. D. (2012). Neuropsychology: a course book for higher educational institutions. 4-th issue. (+ CD). Publishing house “Peter”.
Kraus, N., & Chandrasekaran, B. (2010). Music training for the development of auditory skills. Nature reviews neuroscience, 11(8), 599.
LeLoup, J. W., & Ponterio, R. (2007). Listening: You've got to be carefully taught. Language Learning & Technology, 11(1), 4-15.
Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9(1), 126-146.
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011.
Majerus, S., Poncelet, M., Van der Linden, M., & Weekes, B. S. (2008). Lexical learning in bilingual adults: The relative importance of short-term memory for serial order and phonological knowledge. Cognition, 107(2), 395-419.
Marie, C., Delogu, F., Lampis, G., Belardinelli, M. O., & Besson, M. (2011). Influence of musical expertise on segmental and tonal processing in Mandarin Chinese. Journal of Cognitive Neuroscience, 23(10), 2701-2715.
Marques, C., Moreno, S., Luís Castro, S., & Besson, M. (2007). Musicians detect pitch violation in a foreign language better than nonmusicians: behavioral and electrophysiological evidence. Journal of Cognitive Neuroscience, 19(9), 1453-1463.
Martínez-Montes, E., Hernández-Pérez, H., Chobert, J., Morgado-Rodríguez, L., Suárez-Murias, C., Valdés-Sosa, P. A., & Besson, M. (2013). Musical expertise and foreign speech perception. Frontiers in systems neuroscience, 7, 84.
Mendelsohn, D. (2001). Listening comprehension: We’ve come a long way, but. Contact, 27(2), 33-40.
Ott, C. G. M., Langer, N., Oechslin, M. S., Meyer, M., & Jäncke, L. (2011). Processing of voiced and unvoiced acoustic stimuli in musicians. Frontiers in psychology, 2, 195.
Parbery-Clark, A., Skoe, E., & Kraus, N. (2009a). Musical experience limits the degradative effects of background noise on the neural processing of sound. Journal of Neuroscience, 29(45), 14100-14107.
Parbery-Clark, A., Skoe, E., Lam, C., & Kraus, N. (2009b). Musician enhancement for speech-in-noise. Ear and hearing, 30(6), 653-661.
Parbery-Clark, A., Strait, D. L., Anderson, S., Hittner, E., & Kraus, N. (2011). Musical experience and the aging auditory system: implications for cognitive abilities and hearing speech in noise. PloS one, 6(5), e18082.
Patel, A. D. (2010). Music, biological evolution, and the brain. In C. Levander & C. Henry (eds.), Emerging disciplines (pp. 91-144). Rice University Press.
Perfors, A., & Ong, J. (2012). Musicians are better at learning non-native sound contrasts even in non-tonal languages. Building Bridges Across Cognitive Sciences Around the World: Proceedings of the 34th Annual Meeting of the Cognitive Science Society, held in Sapporo, Japan, 1-4 August, 2012 / N. Miyake, D. Peebles and R.P. Cooper (eds.): pp. 839-844 Retrieved from http://hdl.handle.net/2440/77553.
Rost, M. (2013). Teaching and researching: Listening. Routledge.
Slevc, L. R., & Miyake, A. (2006). Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science, 17(8), 675-681.
Strait, D. L., Slater, J., O’Connell, S., & Kraus, N. (2015). Music training relates to the development of neural mechanisms of selective auditory attention. Developmental cognitive neuroscience, 12, 94-104.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191-210. doi:10.1017/S0261444807004338
Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219-258.
Wang, Y., Jongman, A., & Sereno, J. A. (2001). Dichotic perception of Mandarin tones by Chinese and American listeners. Brain and language, 78(3), 332-348.
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs