Music and second language acquisition
Music and Second Language Vocabulary Acquisition
Dayana Ibeth Sanchez Ochoa
University of Pamplona
1. Introduction
The purpose of this ethnographic research is to examine and analyze the influence of music in the acquisition of second language vocabulary, and understand the importance of it on the students’ learning process and the teaching process as well. This analysis is essential to acknowledge the outcomes that music can bring to education and to familiarize with a different and motivational way of teaching. Learning is the acquisition of knowledge through the practice or experience where the teacher is the students’ guide toward the social and personal development. Learning another language can become tedious and the student may lose interest in the subject if a teacher has an inappropriate methodology to convey its knowledge. Therefore students’ grades are reflected. That is why new strategies have been implemented, such as music and didactic games.
Human learning may arise as part of educational process, personal improvement, upbringing, or training. It may be purpose-oriented and guided by motivation. In other words theoretical learning is not enough. The concepts, theories, words, meanings are learned better in a motivated environment. This environment includes didactic games and strategies for a better understanding in a classroom, where students can exchange their own knowledge and learn from their experiences. English is a language that has dominated the society over the years and has emerged as urgency in each of the educational institutions.
Generally speaking, according to Adorno (1956), music and language have features in common, such as pitch, stress tone, volume, rhythm and pauses. Another thing in common is that both of them are learned by measures of exposure. In order to have a fuller language acquisition process is important to use all the abilities including oral or written input. The firsts notions of
Dayana Ibeth Sanchez Ochoa
University of Pamplona
1. Introduction
The purpose of this ethnographic research is to examine and analyze the influence of music in the acquisition of second language vocabulary, and understand the importance of it on the students’ learning process and the teaching process as well. This analysis is essential to acknowledge the outcomes that music can bring to education and to familiarize with a different and motivational way of teaching. Learning is the acquisition of knowledge through the practice or experience where the teacher is the students’ guide toward the social and personal development. Learning another language can become tedious and the student may lose interest in the subject if a teacher has an inappropriate methodology to convey its knowledge. Therefore students’ grades are reflected. That is why new strategies have been implemented, such as music and didactic games.
Human learning may arise as part of educational process, personal improvement, upbringing, or training. It may be purpose-oriented and guided by motivation. In other words theoretical learning is not enough. The concepts, theories, words, meanings are learned better in a motivated environment. This environment includes didactic games and strategies for a better understanding in a classroom, where students can exchange their own knowledge and learn from their experiences. English is a language that has dominated the society over the years and has emerged as urgency in each of the educational institutions.
Generally speaking, according to Adorno (1956), music and language have features in common, such as pitch, stress tone, volume, rhythm and pauses. Another thing in common is that both of them are learned by measures of exposure. In order to have a fuller language acquisition process is important to use all the abilities including oral or written input. The firsts notions of