Melodies and rhythm are fast becoming key instruments for better understanding a way of experiencing language learning that takes advantage of the emotional and cognitive elements given by music. Two major theoretical issues that have dominated the field of applied linguistics for many years concern the type of linguistic content and the good strategies learners need to become successful language learners, but less has been said about learners’ willingness and mood to learn a second language although emotions have a clear impact on language learning. Affect, that is to say, learners’ beliefs, attitudes, interest, motivation, creativity, anxiety, self-efficacy, goals among others, are the driving force that support the sustained deep learning crucial for language learning. Learners’ willingness can be modified by the use of melodies and rhythm, by these stimulus appraisals that influence attention and effort due to their physiological properties of changing blood pressure, posture, respiratory rate, pulse rate and general activity. All of them have psychological effects as seen in its ability to induce a certain type of mood.
This is what we have discussed in our chapter Music and Language Learning: Emotions and Engaging Memory Pathways . We believe that challenging learners’ musical intelligence in the second language classroom can have benefits such as helping students to concentrate and connect with their inner self, stimulating and unlocking creative processes, cutting out the black noise, and above all, fostering a relaxed but motivating and productive classroom atmosphere. Music is probably one of the most frequently used resources in foreign language learning as children generally love music, singing, and imitating while adult learners choose listening to foreign language songs or karaoke singing in their free time in their belief that these can improve their language learning skills, and at the same time, give rise to enjoyment when learning. Moreover, research has stated that these musical-linguistic activities also help develop auditory perception, metacognitive knowledge and aid two central language aptitude components: phonological and verbal memory.
For further reading
Fonseca Mora, M.C.; F. Herrero Machancoses. 2016. Music and Language Learning: Emotions and Engaging Memory Pathways. In MacIntyre,P; Gregersen,T. & Mercer,S.
Positive Psychology in SLA. Multilingual Matters, Bristol (U. K.)
