Effect of background music on foreign language vocabulary learning
Cardiff Metropolitan University
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The effect of background music and phonotactic typicality on foreign language vocabulary learning was investigated using a paired-associate task. Additionally, the learning strategies applied by the participants were investigated. Twenty four participants were exposed to twenty eight translation pairs presented three times for learning, followed by a test, in which, the English translations were recalled. During the learning session the participants were exposed to one of three music conditions; silence, baroque or soft rock. The findings indicate foreign language vocabulary learning is facilitated when words contain phonological structures found in a learner‟s first language and when learning strategies are applied. In contrast, no clear word learning pattern was found across the music conditions suggesting music does not affect foreign language vocabulary learning. The results have been interpreted in terms of the employment of first language phonological representations in learning the foreign words, the use of phonological versus semantically based learning strategies, the temporal dynamic of music and individual learner differences.
BSc (Hons) Speech and Language Therapy
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