16 Music and Language Learning: Emotions and Engaging Memory Pathways

Mora, María Carmen Fonseca; Machancoses, Francisco Herrero

doi:10.21832/9781783095360-017

Cited by 8 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such a mindset can play a crucial role in linguistic development for learners and professional development for teachers (Fresacher, 2016; Gabryś-Barker, 2016; Guz and Tetiurka, 2016; Helgesen, 2016; Hiver, 2016; Mercer, 2016; Oxford, 2016b). Interventions can include poetry (Piasecka, 2016); music (Fonseca-Mora and Herrero Machancoses, 2016), walking in the classroom space music (Mitchell et al, 2019), a combination of music, laughter, gratitude (Gregersen et al, 2016), gratitude, altruism, music, pets, exercise and laughter (Gregersen, 2016) or even helping others in order in order to get out of a self-focus (Murphey, 2016). Gregersen et al (in press) used a cognitive reappraisal strategy during a moderately successful weeklong intervention with a single teacher-participant attempting to limit stress by highlighting the “silver linings.”…”

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

et al. 2019

View full text Add to dashboard Cite

The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers’ experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners’ linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

show abstract

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

et al. 2019

View full text Add to dashboard Cite

show abstract

“…As a matter of fact, foregrounding the role of affective and attitudinal aspects of the FL learning situation along with positive psychological well-being strikes a common chord with the key assumptions of positive psychology, application of which to FL study context helps to reflect on FL/SLA research findings so far (cf. Fonseca-Mora & Machancoses, 2016;MacIntyre & Mercer, 2014). Positive psychology emphasizes the importance of enjoyment in life.…”

Section: Why Teach a Foreign Language Through Songs?mentioning

confidence: 99%

“The Song of Words”: Teaching Multi-Word Units with Songs

Tomczak

Lew

2019

View full text Add to dashboard Cite

The need to integrate songs into English Language Teaching (ELT) has been recognized on numerous occasions. Song lyrics host multi-word units which learners can reuse as building blocks in their English, thereby reducing language processing time and effort, and improving their fluency as well as idiomaticity, thus bringing them closer to the native speaker norm. We report on two studies into the effectiveness of using songs for teaching multi-word units to high-school Polish learners of English. The same items were taught to two groups of EFL learners, but only one of the groups heard them in a song. Learners' vocabulary recall was measured at three points in time relative to the teaching: before, immediately after, and a week after. The group taught with songs showed a significant recall advantage over the other group, especially when tested a week from teaching. The results suggest that songs can be an effective vehicle for teaching English multi-word units.

show abstract

“…Specific benefits have also been identified in terms of L1 development. For example, the interaction between music and language can not only activate working memory but aid speech development and improve reading and listening abilities (Fonseca-Mora & Herrero Machancoses, 2016;Legg, 2009;Cozzolino, 2013cited in Murphey, 2014.…”

Section: Rationale For the Projectmentioning

confidence: 99%

“…Musical activities tend to be fun and to lessen anxiety caused by difficulties in understanding and speaking. They can help create a comfortable atmosphere, which adult learners need in particular, in order to cope with the frustration of having to express their ideas in a childlike manner (Fonseca-Mora & Herrero Machancoses, 2016;Fonseca-Mora, Toscano-Fuentes & Wermke, 2011).…”

Section: Rationale For the Projectmentioning

confidence: 99%

“…Research also shows ways in which characteristics inherent to music -sound, rhythm and melody -support language acquisition more specifically. As music stimulates auditory sensitivity and aids the memory of sounds, musical activities in the L2 classroom can educate learners to refine their listening skills (Fonseca-Mora & Herrero Machancoses, 2016;Fonseca-Mora et al, 2011;Ludke, Ferreira & Overy, 2014). Songs can be used to teach phonetics and their repetitive nature makes them effective for pronunciation practice; they can also stimulate vocabulary memory and help recall unfamiliar words (Engh, 2013); indeed, songs that are easy to learn can turn ordinary texts into information that is successfully kept and retrieved (Salcedo, 2010;Wallace, 1994).…”

Section: Rationale For the Projectmentioning

confidence: 99%

See 1 more Smart Citation

Lingua e comunità in coro

Kennedy

Miceli

2017

ARAL

View full text Add to dashboard Cite

This article concerns a special learning space populated by Italians and Italian learners: the choir formed in Brisbane as a joint initiative between a community association and the Italian teaching staff at Griffith University. Our aim, in involving our students in the choir, was to bring them together with L1 speakers in an environment that would be stimulating but supportive, given the collective, creative goal. We envisaged that interaction in this space would help develop the students’ language proficiency, intercultural competence, and cultural knowledge, while also bringing the psychosocial benefits of choral singing identified by recent research. These benefits include positive emotions, social support and friendship, an antidote to anxiety and stress, and a shared sense of commitment. Evaluation of findings from the project suggest that the choir did foster students’ learning together with wellbeing.

show abstract

16 Music and Language Learning: Emotions and Engaging Memory Pathways

Cited by 8 publications

References 0 publications

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

“The Song of Words”: Teaching Multi-Word Units with Songs

Lingua e comunità in coro

Contact Info

Product

Resources

About