The purpose of this study was to examine the effect that music has on the vocabulary retention and/or motivation levels of students. So that the study may be placed within the context of existing work in the field, this chapter of the study delineates and discusses research examining for the effectiveness of music in ESL and other foreign language classes.
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 conjoint operation was said to help people learn faster and better.
An interesting examination of the Lozanov Method in general and its application to the teaching of a second language in particular was conducted by Fassihiyan (1981). Specifically, Fassihiyan attempted to analyze Lozanov's theory of suggestology as well as to examine the incentives for which it was developed. The study also sought to identify the possibilities of its application in the teaching of a foreign language.
In addition...