Music as a facilitating tool of learning english as a foreign language
A great number of researches ensure that the inclusion of songs and/ or sound-music elements in theteaching of foreign languages provides benefits in the learning process. The addition of instrumentalmusic and vocal sessions help both the development of linguistic levels (phonetic, phonological,morphosyntactic, semantic and lexical), of affective factors (reduced anxiety, increased motivation), andof sociolinguistic competence (exposure to varieties and registers of language).
Music efects on students
Prolonged use of ambient instrumental music in the classroom EFL,
Helps students to relax, focus and reduce noise class ( Toscano - Fuentes, 2011; Fonseca Mora , 2002a ) . Bancroft (1985 ) also shows that causes changes in blood pressure, respiration , pulse and activity in general.
Also, a structured musical training helps phonemic awareness ( Overy , 2003; Ehri , Nunes , Willows, Schuster, Yaghoub - Zadeh , and Shanahan , 2001; Lonigan , Burgess and Anthony , 2000) , and both auditory discrimination ( Turnipseed 1976 ) and rhythm ( Ducorneau , 1988; Campbell , 1998) facilitating the improvement of reading skills . In one study, Fonseca ( 2002b ) also highlights a number of advantages : the influence of the rhythm of the music on the text , identifying and empowering feelings that occur in it , and recognizing the macro structure of the fragment if the added music brand den transitions written text.
University of cambridge