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A study on the relationship between musical ability and EFL pronunciation proficiency

100%
Kaszycka M.
Linguistics Beyond and Within
|
2021
|
vol. 7
58-67
EN
This study investigates the relationship between musical ability and pronunciation proficiency of English as a foreign language [EFL] of university students of English philology. English pronunciation of the participants is evaluated by academic teachers of English in three categories: the general impression of the foreign or native accent, the accuracy of production of English sounds and the use of word stress and intonation. This experiment was conducted entirely online. Participants’ musical ability was tested using Gordon’s Advanced Measure of Music Audiation [AMMA]. The results of this study demonstrate a moderately positive correlation between musicality and FL pronunciation proficiency. The more musical students, the higher marks from the judges. The present findings seem to be consistent with other studies which suggest that musical skills may positively affect the acquisition of foreign language pronunciation.
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A Peircean approach to musicality

86%
Ojala J.
Interdisciplinary Studies in Musicology
|
2015
|
issue 14
175-191
PL
Musicality is central to musical processes and music research. Yet, there is no consensus of what is understood by the term. It can be assumed that in large populations musicality is distributed according to a bell curve - just as any trait of personality. It is also clear that musical skills can be improved, regardless of a possible stigma of unmusicality. Depending on the conception of musicality, musicality research confronts issues and trade-offs relating to ecological validity of the concept (how musicality connects to actual music), methodology (which methods of study yield valid and reliable results), epistemology (how the gain knowledge of musicality), and ontology of music (what processes pertain to music, what not, and what is possible shared). These issues are reflected in the primarily psychological theories and tests of musicality. This article makes an attempt at a Peircean analysis of musicality. It has been suggested that the traditional psychometric approach to musicality is followed by a semiotic approach, and assuming musicality has to do with how subjects make sense in musical processes, the semiotic analysis of musicality is critical. This analysis applies Peirce’s notion of thought-sign and his tenfold classification of the sign (suggesting a three-dimensional exemplification of Peirce’s trichotomous, three dimensional model). The ten classes are differentiated by six transitions, that seem to have their correlates in the psychological understanding of cognition: manifestation, definition, filtering, binding, associating and understanding of the sign. The six transitions appear useful in analyzing the concept of musicality. Correspondingly, the conditions for musical signification extend from ability of auditory sensation to those of dynamical memory, auditory filtering, auditory structuring, association sound objects and ability to understand and manage communicational situations in music. In order to understand musicality, all these aspects should be studied with good ecological and methodological validity in mind.
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WPŁYW UMUZYKALNIENIA NA PRZYSWAJANIE PODSYSTEMU FONICZNEGO U UCZĄCYCH SIĘ JĘZYKÓW OBCYCH: WYNIKI BADANIA

81%
Piegzik W.
Neofilolog
|
2014
|
issue 43/2
168-179
EN
This report presents the results of a study into the relationship between musical ability and the development of a phonological system by foreign language learners. Our own experiences both as a foreign language teacher and as a musical group leader have raised a number of questions and lines of enquiry. These challenge previous researchers’ findings concerning the allegedly absolutely positive effect of music on language learning and as a result this study has been undertaken.After a brief theoretical presentation, we describe the research project in which learners abilities to distinguish and produce different phonemes as well as the prosody of the language studying are analyzed. Two groups of learners were compared in this study. One group attended a music school. The second group had no musical experience. The study showed that receptive skills were not significantly different between the two groups. The group of learners with musical training was more articulate but this was the only difference. The statistical approach used in analysis of data was the Wilcoxon test.
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