Music Training and Second-Language English Comprehension and Vocabulary Skills in Indian Children

Swaminathan, Swathi; Gopinath, Jini K.

doi:10.1007/s12646-013-0180-3

Cited by 38 publications

(26 citation statements)

References 42 publications

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“…Indeed, music training is associated with L1 phonological perception (Zuk et al, 2013) and reading abilities (Corrigall & Trainor, 2011), and with L2 fluency (Swaminathan & Gopinath, 2013;Yang, Ma, Gong, Hu, & Yao, 2014). Longitudinal interventions with random assignment indicate that music training may actually cause improvement in children's speech perception (Degé & Schwarzer, 2011;Flaugnacco et al, 2015;François, Chobert, Besson, & Schön, 2013;Moreno et al, 2009;Thomson et al, 2013).…”

Section: Music Training and Speech Perceptionmentioning

confidence: 99%

Musical competence and phoneme perception in a foreign language

Swaminathan

Schellenberg

2017

Psychon Bull Rev

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We investigated whether musical competence was associated with the perception of foreign-language phonemes. The sample comprised adult native-speakers of English who varied in music training. The measures included tests of general cognitive abilities, melody and rhythm perception, and the perception of consonantal contrasts that were phonemic in Zulu but not in English. Music training was associated positively with performance on the tests of melody and rhythm perception, but not with performance on the phonemeperception task. In other words, we found no evidence for transfer of music training to foreign-language speech perception. Rhythm perception was not associated with the perception of Zulu clicks, but such an association was evident when the phonemes sounded more similar to English consonants. Moreover, it persisted after controlling for general cognitive abilities and music training. By contrast, there was no association between melody perception and phoneme perception. The findings are consistent with proposals that music-and speech-perception rely on similar mechanisms of auditory temporal processing, and that this overlap is independent of general cognitive functioning. They provide no support, however, for the idea that music training improves speech perception.

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Section: Music Training and Speech Perceptionmentioning

confidence: 99%

Musical competence and phoneme perception in a foreign language

Swaminathan

Schellenberg

2017

Psychon Bull Rev

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“…The Posedel et al (2011) study could have benefited from inspecting the subjective self-ratings of L2 expertise (as was done in Sadakata & Sekiyama's, 2011 study), since it is known that the length of exposure to L2 improves the phonological abilities (Slevc & Miyake, 2006). Swaminathan and Gopinath (2013), on the other hand, provide evidence for the music-L2 link using participants with non-Western music training, which not only extends the transfer effects from Western Classical music training but also aims to control for exposure to the L2 culture.…”

Section: Conceptualisation Of Terms-what Is Musical Training or Expermentioning

confidence: 99%

“…Furthermore, the L2 facilitation was linked to musical expertise, musical training and musical aptitude, and this relation is in accordance with the "OPERA" hypothesis assumptions; higher acoustic encoding precision in musicians should benefit various aspects of phonological awareness (cf., Patel, 2012). To date, less clear is the theoretical basis behind the reading skills facilitation by music experience, but it may be best explained by increased listening sensitivity, WM and attention, or general intelligence Swaminathan & Gopinath, 2013). Nonetheless, all the articles support Patel's (2003) hypothesis of common networks being at least partially shared between music and language domains.…”

Section: Summary Of the Main Findingsmentioning

confidence: 99%

“…In addition, Posedel et al (2011) and Sadakata and Sekiyama (2011) looked at 'late' L2 learners, some of whom were experts in the music domain, whereas Herrera et al (2011), François et al (2012, Milovanov et al (2008), Delogu et al (2010), and Swaminathan and Gopinath (2013) considered young children whose brains were still at the developmental phase, and music was introduced while L1 and L2 skills were still emerging. The latter studies have an advantage in the participants' age, since there might be a sensitive period, namely around seven years, beyond which music-induced structural alterations in the brain are less salient (Habib & Besson, 2009).…”

Section: Limitationsmentioning

confidence: 99%

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The Potential Role of Music in Second Language Learning: A Review Article

Zeromskaite¹

2014

Journal of European Psychology Students

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The effects of musical activities on non-musical domains have recently sparked much research. Whereas the benefits of music for native language abilities are well established, the effect on second language (L2) is not yet fully explored. This review discusses articles suggesting the transfer effect of music on L2 phonological and reading skills. Through the analysis of research literature, it examines; (1) the extent of transfer to specific L2 skills, the nature of necessary music training, the effect of native language on musicality and L2, and the role of working memory in the transfer effect. While the discussed papers provide promising insights into the music-L2 relationship, due to the little research done in this area it is difficult to generalize the results to overall L2 learning.

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“…Thus, in light of ideological positions, and without relying on scientific evidence, instrumental subjects (like Spanish Language and Literature, Mathematics and Foreign Languages) are promoted within the school curriculum, being 15 of the 25 weekly lessons that make up the school timetable in Primary Education. 1 However, various studies have shown that, with more music being included in the curriculum and its use in subjects such as Language and Literature (Hoskins, 1988;Patel, Gibson, Ratner, Besson, & Holcom, 1998;Schön, Magne, & Besson, 2004), Mathematics (Chao, Mato, & Chao, 2015;Edelson & Johnson, 2003;Geist, Geist & Kuznik, 2012;Ibáñez, Aguilera, & González-Martín, 2014) and Foreign Languages (Medina, 1990;Schwantes, 2009;Swaminathan & Gopinath, 2013), there are significant benefits not only from a cognitive point of view (Črnčec, Wilson, & Prior, 2006), but also in the academic achievement of children (Reyes Belmonte, 2011).…”

Section: Introductionmentioning

confidence: 99%

Songs As A Means Of Cross-Cultural Education

Muñoz¹,

Martín²

2019

The European Proceedings of Social and Behavioural Sciences

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Songs are one of the main resources used in the classroom in preschool and primary education. Their use allows the development of skills that not only affect the musical education field, but also enable to promote the comprehensive training of children in three major areas: cognitive, sensory-motor, and affective-social. In the affective and social sphere, songs will allow the approach of the cross-cultural education and teaching values in general. The acceptance of diversity, the respect for different cultures and ethnicities and the strengthening of social relationships will be the subjects which can be connected with the songs selected to be worked on in the classroom. These songs will sometimes be based on stories and other literary works suitable for the level of the students to whom they are addressed. Thus, the combination of the story and the song will have a multiplier effect that will extend the type and characteristics of the activities to be carried out. In this way, the song will provide different working contexts, with special reference to commemorations, celebrations and festivities, through which the students will be able to become aware of the cross-cultural reality of their classroom, school and environment.

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Music Training and Second-Language English Comprehension and Vocabulary Skills in Indian Children

Cited by 38 publications

References 42 publications

Musical competence and phoneme perception in a foreign language

Musical competence and phoneme perception in a foreign language

The Potential Role of Music in Second Language Learning: A Review Article

Songs As A Means Of Cross-Cultural Education

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