Using Music to Improve Language Learning REVIEW OF THE LITERATURE Introducti

The review begins with a brief examination of the theoretical or conceptual framework underlying the use of music in foregoing language classes which provides a theoretical justification for the integration of music into second language learning classes as well as a brief examination of empirical research supporting the postulates of the theory. The discussion of the conceptual framework is then followed by a delineation and discussion of several empirical studies of the effectiveness of music when integrated into second language learning instruction.

The notion of using music to improve foreign language learning, according to McKeon (1995) began in the early 1960s with the theory of accelerated learning developed by Bulgarian psychiatrist Georgi Lozanov. Lozanov called his theory "suggestology." McKeon states that the central notion of Lozanov's theory of suggestology or accelerated learning was based on the notion that maximal instruction rested upon the interweaving of various techniques designed to get left-brain and right-brain abilities to work together; this conjoin

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hey accounted for variance in attained ESL oral proficiency. A significantly correlation was observed indicating that oral language ability increased systematically with increases in musical ability. Correlational findings were sufficiently high that Brutten recommended training in musical abilities as an adjunct to ESL instruction. Given the foregoing, it can be concluded that there is support for the conceptual foundation (the Lozanov Method) justifying the use of music instruction in ESL and Foreign Language classes. This support can be found in studies showing a systematic relationship between music skill and achievement in second language learning and in studies showing that the Lozanov Method can be used to accelerate learning in subjects other than language. Moreover, with respect to the use of music to accelerate learning in other subject areas, indications are that accelerated learning can be accomplished regardless of whether or not the student is proficient in English; in other words, even when dealing with other subject areas, the presentation of music appears to have some power to overcome student language difficulties--another fact that supports the notion of integrating music with ESL or foreign language in
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Approximate Word count = 4984
Approximate Pages = 20 (250 words per page)