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




Paraules clau:

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


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


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