ERIC Number: EJ1047759
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: N/A
Let the Music Play!--A Short-Term but No Long-Term Detrimental Effect of Vocal Background Music with Familiar Language Lyrics on Foreign Language Vocabulary Learning
de Groot, Annette M. B.; Smedinga, Hilde E.
Studies in Second Language Acquisition, v36 n4 p681-707 Dec 2014
Participants learned foreign vocabulary by means of the paired-associates learning procedure in three conditions: (a) in silence, (b) with vocal music with lyrics in a familiar language playing in the background, or (c) with vocal music with lyrics in an unfamiliar language playing in the background. The vocabulary to learn varied in concreteness (concrete vs. abstract) and phonological typicality of the foreign words' forms (typical vs. atypical). When tested during and immediately after training, learning outcomes were poorer in the familiar language music condition than in the unfamiliar language music and silence conditions, but this effect was short-lived, as shown in a delayed test 1 week after training, on which the effect was no longer found. Learning outcomes were better for concrete words than for abstract words and better for typical foreign forms than for atypical ones. Contrary to the adverse effects of familiar language music, the effects of concreteness and typicality were lasting. We explain the interference effect in the familiar language music condition in terms of the workings of the phonological loop, a component of working memory involved in vocabulary acquisition (e.g., Gathercole & Baddeley, 1990).
Descriptors: Singing, Music, Second Language Learning, Second Language Instruction, Phonology, Vocabulary Development, Paired Associate Learning, Teaching Methods, Interference (Learning), Language Tests, Familiarity, Short Term Memory, Outcomes of Education
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: email@example.com; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A