Els beneficis de la música en l’aprenentatge fonològic d’una llengua estrangera

Autors/ores

DOI:

https://doi.org/10.1344/LSC-2022.20.4

Paraules clau:

entrenament musical, habilitats musicals, experiència musical, adquisició de llengües estrangeres, fonologia, pronúncia

Resum

En els últims anys, l’ús de la música a les aules de llengua estrangera s’ha normalitzat i els docents empren sovint activitats lúdiques com ara l’audició de cançons per aprendre nou vocabulari o noves estructures gramaticals. Tanmateix, l’ús de la música sol ser percebut per part dels docents com un recurs merament motivador i lúdic, que s’insereix a l’aula per alternar-lo amb activitats més exigents. I ben poques vegades es valora la possibilitat d’emprar entrenaments purament musicals per millorar l’aprenentatge de la fonologia. L’objectiu principal d’aquest article és remarcar el valor de l’educació musical en el marc de l’aprenentatge de les habilitats fonològiques d’una llengua estrangera. Amb aquest objectiu, farem una breu revisió dels resultats dels treballs de recerca que han investigat l’estret vincle que hi ha entre música i llenguatge, la relació positiva entre les habilitats musicals, cognitives i lingüístiques, així com els efectes de transferència dels entrenaments musicals en l’aprenentatge de llengües, centrant-nos sobretot en l’àmbit de l’adquisició de la fonologia. En el marc de l’aprenentatge de llengües estrangeres, diversos estudis han demostrat un efecte positiu de transferència entre l’adquisició fonològica de la llengua estrangera i diversos tipus d’activitats musicals, tant les que integren el llenguatge (com ara les cançons) com els entrenaments purament musicals basats en la pràctica del ritme i la melodia (sobretot quan aquests s’associen amb el moviment del cos per part dels aprenents). Aquests resultats ens indiquen que, més enllà dels efectes lúdics de l’ús de la música a l’aula de llengua estrangera, la música potencia l’aprenentatge fonològic de la llengua i, per tant, cal valorar-la com una eina d’un gran valor educatiu.

Biografies de l'autor/a

Florence Baills, University of Cologne

Pilar Prieto, ICREA-Universitat Pompeu Fabra

Referències

Anderson, Samira; Parbery-Clark, Alexandra; White-Schwoch, Travis; Kraus, Nina (2015). «Development of subcortical speech representation in human infants». Journal of the Acoustic Society of America, 137, 3346-3355.

Baills, Florence; Prieto, Pilar (2021). «Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words». Language Teaching Research, first online. <https://doi.org/10.1177/1362168820986716>

Baills, Florence; Zhang, Yuan; Cheng, Yuhui; Bu, Yuran; Prieto, Pilar (2021). «Listening to songs and singing benefit the initial stages of L2 pronunciation». Language Learning, 71, 369-413.

Baker, Amanda (2014). «Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions». TESOL Quarterly, 48, 136-163.

Besson, Mireille; Schön, Daniele (2001). «Comparison between language and music». Annals of the New York Academy of Sciences, 930, 232-258.

Besson, Mireille; Schön, Daniele; Moreno, Sylvain; Santos, Andréia; Magne, Cyrille (2007). «Influence of musical expertise and musical training on pitch processing in music and language». Restorative Neurology and Neuroscience, 25, 399-410.

Blesedell, Darla S. (1991). A study of the effects of two types of movement instruction on the rhythm achievement and developmental rhythm aptitude of preschool children [tesi doctoral, Temple University]. ProQuest Dissertations Publishing.

Borghi, Anna M.; Caruana, Fausto (2015). «Embodiment Theory». Smelser, Neil J.; Baltes, Paul B. (ed.). International Encyclopedia of the Social & Behavioral Sciences (Second Edition). Elsevier, 420-426.

Brodsky, Warren; Sulkin, Idit (2011). «Handclapping songs: a spontaneous platform for child development among 5–10‐year‐old children». Early Child Development and Care, 181, 1111-1136.

Bugos, Jennifer; Mostafa, Wendy (2011). «Musical training enhances information processing speed». Bulletin of the Council for Research in Music Education, 187, 7-18.

Busse, Vera; Jungclaus, Jana; Roden, Ingo; Russo, Frank A.; Kreutz, Gunter (2018). «Combining song and speech-based language teaching: An intervention with recently migrated children». Frontiers in Psychology, 9, 2386.

Calvert, Sandra L.; Tart, Maureen (1993). «Song versus verbal forms for very-long-term, long-term, and short-term verbatim recall». Journal of Applied Developmental Psychology, 14, 245-260.

Cason, Nia; Astésano, Corine; Schön, Daniele (2015). «Bridging music and speech rhythm: Rhythmic priming and audio-motor training affect speech perception». Acta Psychologica, 155, 43-50.

Cason, Nia; Marmursztejn, Muriel; D’Imperio, Mariapaola; Schön, Daniele (2020). «Rhythmic abilities correlate with L2 prosody imitation abilities in typologically different languages». Language and Speech, 63, 149-165.

Chan, Marsha J. (2018). «Embodied pronunciation learning: Research and practice». CATESOL Journal, 30, 47-68.

Chan, Agnes S.; Ho, Yim-Chi; Cheung, Mei-Chun (1998). «Music training improves verbal memory». Nature, 396, 128.

Chobert, Julie; Besson, Mireille (2013). «Musical expertise and second language learning». Brain Sciences, 3, 923-940.

Chobert, Julie; François, Clément; Velay, Jena-Luc; Besson, Mireille (2015). «Twelve months of active musical training in 8-to 10-year-old children enhances the preattentive processing of syllabic duration and voice onset time». Cerebral Cortex, 24, 956-967.

Christiner, Markus; Reiterer, Susanne M. (2015). «A Mozart is not a Pavarotti: singers outperform instrumentalists on foreign accent imitation». Frontiers in Human Neuroscience, 9, 482.

Coyle, Yvette; Gómez Gracia, Remei (2014). «Using songs to enhance L2 vocabulary acquisition in preschool children». ELT Journal, 68, 276-285.

Crumpler, Sue E. (1982). The effect of Dalcroze Eurhythmics on the melodic musical growth of first-grade students [tesi doctoral, Louisiana State University]. LSU Digital Commons.

Daley, Caron (2013). Moved to learn: Dalcroze applications to choral pedagogy and practice [tesi doctoral, University of Toronto]. TSpace.

Degrave, Pauline (2019). «Music in the foreign language classroom: How and why?». Journal of Language Teaching and Research, 10, 412-420.

Delogu, Franco; Lampis, Giulia; Olivetti Belardinelli, Marta (2006). «Music-to-language transfer effect: may melodic ability improve the learning of tonal languages by native nontonal speakers?». Cognitive Processing, 7, 203-207.

Dolean, Dacian D. (2016). «The effects of teaching songs during foreign language classes on students’ foreign language anxiety». Language Teaching Research, 20, 638-653.

Duarte Romero, Mónica; Tinjacá Bernal, Luz M.; Carrero Olivares, Marilú (2012). «Using songs to encourage sixth graders to develop English speaking skills». Profile: Issues in Teachers’ Professional Development, 14, 11-28.

Engh, Dwayne (2013). «Why use music in English language learning? A survey of the literature». English Language Teaching, 6, 113-127.

Fonseca Mora, M. Carmen; Herrero Machancoses, Francisco (2016). «Music and language learning: Emotions and engaging memory pathways». Macintyre, Peter D.; Gregersen, Tammy; Mercer, Sarah (ed.). Positive psychology in SLA. Multilingual Matters, 359-373.

François, Clément; Chobert, Julie; Besson, Mireille; Schön, Daniele (2013). «Music training for the development of speech segmentation». Cerebral Cortex, 23, 2038-2043.

Garcia Marrama, Anna (2014). Music as a motivating factor in the teaching of English as an L2 [MA dissertation, Universitat Jaume I]. Repositori UJI.

George Elyse M.; Coch Donna (2011). «Music training and working memory: an ERP study». Neuropsychologia, 49, 1083-1094.

Ginsborg, Jane; Sloboda, John A. (2007). «Singers’ recall for the words and melody of a new, unaccompanied song». Psychology of Music, 35, 421-440.

Good, Arla J.; Russo, Frank A.; Sullivan, Jennifer (2015). «The efficacy of singing in foreign-language learning». Psychology of Music, 43, 627-640.

Goopy, Jason (2013). «Extra-musical effects and benefits of programs founded on the Kodály philosophy». Australian Journal of Music Education, 2, 71-78.

Greenhead, Karin; Habron, John (2015). «The touch of sound: Dalcroze Eurhythmics as a somatic practice». Journal of Dance and Somatic Practices, 7, 93-112.

Hancock, Mark H. (2013). Singing Grammar: Teaching grammar through songs. Cambridge University Press.

Iizuka, Takehiro; Nakatsukasa, Kimi; Braver, Aaron (2020). «The efficacy of gesture on second language pronunciation: An exploratory study of handclapping as a classroom instructional tool». Language Learning, 70, 1054-1090.

Jaques-Dalcroze, Emile (1921). Rhythm, music, and education. G.P. Putnam’s Sons.

Juntunen, Marja-Leena (2020). «Ways to enhance embodied learning in Dalcroze-inspired music education». International Journal of Music in Early Childhood, 15, 39-59.

Juntunen, Marja-Leena; Hyvönen, Leena (2004). «Embodiment in musical knowing: how body movement facilitates learning within Dalcroze Eurhythmics». British Journal of Music Education, 21, 199-214.

Kilgour, Andrea R.; Jakobson, Lorna S.; Cuddy, Lola L. (2000). «Music training and rate of presentation as mediators of text and song recall». Memory & Cognition, 28, 700-710.

Kraus, Nina; Nicol, Trent (2005). «Brainstem origins for cortical ‘what’ and ‘where’ pathways in the auditory system». Trends in Neurosciences, 28, 176-181.

Lee, Bradford; Plonsky, Luke; Saito, Kazuya (2020). «The effects of perception vs. production-based pronunciation instruction». System, 88, 182-185.

Leman, Marc; Maes, Pieter-Jan; Nijs, Luc; Van Dyck, Edith (2018). «What is embodied music cognition?». Bader, Rolf (ed.). Springer Handbook of Systematic Musicology. Springer, 747-760.

Li, Peng; Zhang, Yuan; Baills, Florence; Prieto, Pilar (2022). «Musical perception skills predict Catalan speakers’ imitation abilities of unfamiliar languages». Proceedings of Speech Prosody, 2022, 876-880.

Linnavalli, Tanja; Putkinen, Vesa; Lipsanen, Jari; Huotilainen, Minna; Tervaniemi, Mari (2018). «Music playschool enhances children’s linguistic skills». Scientific Reports, 8, 8767.

Ludke, Karen M. (2016). «Singing and arts activities in support of foreign language learning: An exploratory study». Innovation in Language Learning and Teaching, 12, 371-386.

Ludke, Karen M.; Ferreira, Fernanda; Overy, Katie (2014). «Singing can facilitate foreign language learning». Memory & Cognition, 42, 41-52.

Magne, Cyrille; Schön, Daniele; Besson, Mireille (2006). «Musician children detect pitch violations in both music and language better than nonmusician children: Behavioral and electrophysiological approaches». Journal of Cognitive Neuroscience, 18, 199-211.

Manning, Fiona; Schutz, Michael (2013). «“Moving to the beat” improves timing perception». Psychonomic Bulletin and Review, 20, 1133-1139.

Marques, Carlos; Moreno, Sylvain; Castro, São L.; Besson, Mireille (2007). «Musicians detect pitch violation in a foreign language better than nonmusicians: behavioral and electrophysiological evidence». Journal of cognitive neuroscience, 19, 1453-1463.

Marsh, Kathryn (2008). The musical playground: Global tradition and change in children’s songs and games. Oxford University Press.

Mcmullen, Erin; Saffran, Jenny R. (2004). «Music and language: A developmental comparison». Music Perception, 21, 289-311.

Medina, Suzanne L. (1993). «The effect of music on second language vocabulary acquisition». National Network for Early Language Learning, 6, 1-11.

Milovanov, Riia; Huotilainen, Minna; Välimäki, Vesa; Esquef, Paula A. A.; Tervaniemi, Mari (2008). «Musical aptitude and second language pronunciation skills in school-aged children: Neural and behavioral evidence». Brain Research, 1194, 81-89.

Milovanov, Riia; Pietilä, Päivi; Tervaniemi, Mari; Esquef, Paula 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.

Moreno, Sylvain; Marques, Carlos; Santos, Andreia; Santos, Manuela; Castro São L.; Besson, Mireille (2009). «Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity». Cerebral Cortex, 19, 712-723.

O’dell, Kimberly L. (2007). The effect of movement-based instruction on the steady beat performance of first-grade children [tesi doctoral, University of Kansas]. ProQuest Dissertations Publishing.

Ogg, Mattson; Slevc, Robert (2019). «Neural mechanisms of music and language». De Zubicaray, Greg. I.; Schiller, Niels O. (ed.). The Oxford Handbook of Neurolinguistics. Oxford University Press.

Paquette, Kelli R.; Rieg, Sue A. (2008). «Using music to support the literacy development of young English language learners». Early Childhood Education Journal, 36, 227-232.

Patel, Aniruddh D. (2003). «Rhythm in language and music: parallels and differences». Annals of the New York Academy of Sciences, 999, 140-143.

Patel, Aniruddh D. (2011). «Why would musical training benefit the neural encoding of speech? The OPERA hypothesis». Frontiers in Psychology, 2, 142.

Patel, Aniruddh D.; Iversen, John R.; Rosenberg, Jason C. (2006). «Comparing the rhythm and melody of speech and music: The case of British English and French». The Journal of the Acoustical Society of America, 119, 3034-3047.

PERANI, Daniela; Saccuman, Maria Cristina; Scifo, Paola; Spada, Danilo; Andreolli, Guido; Rovelli, Rosanna; Baldoli, Cristina; Koelch, Stefan (2010). «Functional specializations for music processing in the human newborn brain». PNAS, 107, 4758-4763.

Peretz, Isabelle; Radeau, Monique; Arguin, Martin (2004). «Two-way interactions between music and language: Evidence from priming recognition of tune and lyrics in familiar songs». Memory and Cognition, 32, 142-152.

Pérez Niño, Daniel F. (2010). «The role of music in young learners’ oral production in English». Profile Issues in Teachers Professional Development, 12, 141-157.

Purnell-Webb, Patricia; Speelman, Craig P. (2008). «Effects of music on memory for text». Perceptual and Motor Skills, 106, 927-957.

Racette, Amélie; Peretz, Isabelle (2007). «Learning lyrics: To sing or not to sing?». Memory & Cognition, 35, 242-253.

Rickard, Nikki; Vasquez, Jorge T.; Murphy, Fintan; Gill, Anneliese; Toukhsati, Samia R. (2010). «Benefits of classroom-based instrumental music program on verbal memory of primary school children: a longitudinal study». Australian Journal of Musical Education, 1, 36-47.

Rukholm, Vanessa (2011). Facilitating lexical acquisition in beginner learners of Italian through popular song [tesi doctoral, University of Toronto]. TSpace.

Schön, Daniele; Gordon, Reyna; Campagne, Aurélie; Magne, Cyrille; Astesano, Corine; Anton, Jean-Luc; Besson, Mireille (2010). «Similar cerebral networks in language, music, and song perception». Neuroimage, 51, 450-461.

Slevc, L. Robert; Miyake, Akira (2006). «Individual differences in second-language proficiency: Does musical ability matter?». Psychological Science, 17, 675-681.

Strait, Dana L.; Hornickel, Jane; KRAUS, Nina (2011). «Subcortical processing of speech regularities underlies reading and music aptitude in children». Behavioral and Brain Functions, 7, 44.

Tamminen, Jakke; Rastle, Kathleen; Darby, Jess; Lucas, Rebecca; Williamson, Victoria J. (2015). «The impact of music on learning and consolidation of novel words». Memory, 25, 107-121.

Tegge, Friederike A. G. (2015). Investigating song-based language teaching [tesi doctoral, Victoria University of Wellington]. VUW Research Archive.

Thiessen, Erik D.; Saffran, Jenny R. (2009). «How the melody facilitates the message and vice versa in infant learning and memory». Annals of the New York Academy of Sciences, 1169, 225-233.

Torras-Vila, Berta (2021). «Music as a tool for foreign language learning in Early Childhood Education and Primary Education. Proposing innovative CLIL Music teaching approaches». CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 35-47.

Tse, Andrew Y. (2015). «Malaysian teachers’ perspectives on using songs in English language teaching». International Journal of Social Science and Humanity, 5, 87-89.

Wallace, Wanda T. (1994). «Memory for music: Effect of melody on recall of text». Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1471-1485.

Wolfe, David E.; Noguchi, Laura K. (2009). «The use of music with young children to improve sustained attention during a vigilance task in the presence of auditory distractions». Journal of Music Therapy, 46, 69-82.

Woodward, Robert S.; Sikes, Paul L. (2015). «The creative thinking ability of musicians and nonmusicians». Psychology of Aesthetics, Creativity and the Arts, 9, 75-80.

Yousefi, Atefeh; Yekta, Razieh R.; Farahmandian, Hamid (2014). «The effect of modern lyrical music on second language vocabulary acquisition». Mediterranean Journal of Social Sciences, 5, 2583.

Zhang, Yuan; Baills, Florence; Prieto, Pilar (2020). «Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from training Chinese adolescents with French words». Language Teaching Research, 24, 666-689.

Zhang, Yuan; Baills, Florence; Prieto, Pilar (2022). «Training with embodied musical activities has positive effects on unfamiliar language imitation skills». Proceedings of Speech Prosody, 2022, 723-727.

Descàrregues

Publicades

2022-12-30

Número

Secció

Articles