LINGUIST List 22.3773 Tue Sep 27 2011 Diss: Lang Acq/Psycholing: Ludke: 'Songs and Singing in Foreign ...' Editor for this issue: Xiyan Wang <xiyanlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Karen Ludke , Songs and Singing in Foreign Language Learning Message 1: Songs and Singing in Foreign Language Learning Date: 21-Sep-2011 From: Karen Ludke <karen.ludkeed.ac.uk> Subject: Songs and Singing in Foreign Language Learning E-mail this message to a friend Institution: University of Edinburgh Program: Institute for Music in Human and Social Development Dissertation Status: Completed Degree Date: 2010 Author: Karen Ludke Dissertation Title: Songs and Singing in Foreign Language Learning Linguistic Field(s): Applied Linguistics                             Language Acquisition                             Psycholinguistics Dissertation Director: Fernanda Ferreira Katie Overy Dissertation Abstract: Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and singing in a new language can facilitate L2 learning, compared to practising L2 material through more traditional, speech-based instructional methods. The research studies also explore the extent to which individual differences (IDs) between learners may mediate any observed benefits of using songs in L2 instruction. The first two studies examine under controlled experimental conditions whether singing can support adults' beginning-level modern language learning compared to speech over a short time period. Results indicate that when no significant group differences exist for the ID measures, an instructional method that incorporates L2 singing can facilitate short-term learning and memory. Results also showed that IDs between learners, in particular previous language learning experience, musical abilities, mood, and motivation, can mediate the benefits of L2 learning through a singing method. The third study describes a four-week, classroom-based arts intervention exploring the effects of incorporating songs and dramatic dialogues into the L2 curriculum, both in terms of learning outcomes and the adolescents' opinions. In addition to increases in French skills, many children reported that the dramatic and musical activities had increased their confidence to speak in French. There was also an overall preference for listening to songs and more children reported that the songs repeated in their heads after class. The thesis concludes by discussing practical implications for L2 instruction and proposes a framework to guide future research exploring how and why singing can support modern foreign language learning. Read more issues|LINGUIST home page|Top of issue Page Updated: 27-Sep-2011       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.