Year: 2024
Type: article
Abstract: Recent research has shown that music interventions involving body movements are beneficial for reinforcing music learning. Given the reported positive transfer between music training and phonological skills, we investigated, for the first time, the value of an embodied music training program for improving pronunciation skills. In a classroom experiment, 48 Chinese adolescent learners of English participated in three 40-minute sessions of either Dalcroze-inspired embodied music training or treatment-as-usual non-embodied music training. Participants in the embodied music group were involved in a series of activities designed to develop their rhythmic and melodic skills through bodily experiences. Participants in the non-embodied music group followed music lessons designed by their music teacher, appreciating music pieces and receiving music knowledge. Before and after training, participants were tested with a language imitation task using six unfamiliar languages and an oral reading task in second language English. Results show that the embodied music group significantly outperformed the non-embodied music group in both tasks. Overall, our findings suggest that an embodied music training program has beneficial effects on pronunciation skills, supporting an embodied-based language teaching approach.
Source: Language Teaching
Authors: Yuan Zhang, Florence Baills, Pilar Prieto
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,450
Awards: G2670636759, G5163025825, G590785288
OpenAlex ID: W4405554520