Relevance of Musical Training to Second-Language Acquisition

Choi, Jeong A (2018) Relevance of Musical Training to Second-Language Acquisition. [Laurea], Università di Bologna, Corso di Studio in Mediazione linguistica interculturale [L-DM270] - Forli', Documento ad accesso riservato.
Documenti full-text disponibili:
[img] Documento PDF (Thesis)
Full-text accessibile solo agli utenti istituzionali dell'Ateneo
Disponibile con Licenza: Salvo eventuali più ampie autorizzazioni dell'autore, la tesi può essere liberamente consultata e può essere effettuato il salvataggio e la stampa di una copia per fini strettamente personali di studio, di ricerca e di insegnamento, con espresso divieto di qualunque utilizzo direttamente o indirettamente commerciale. Ogni altro diritto sul materiale è riservato

Download (280kB) | Contatta l'autore


In today’s globalized world, efficient communication with parties of other cultures is proving to be increasingly significant. As Mandela said, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart,” and its benefits in the working world has increased the demand for multilingualism in today’s job market. Naturally, more people try to speak more languages if only to raise their probabilities of getting hired. The process of learning a language that is not his or her first and/or native tongue is referred to as the process of second-language acquisition (SLA). In this paper, I will argue that SLA engages the brain in several stages of cognitive processes that can be enhanced and accelerated by musical training. Previously published works of psychology and neuroimaging studies have revealed the overwhelming amount of overlapping features and the shared and parallel cognitive processes involved in music and language processing and this has led me to hypothesize that musical training can both accelerate and enhance the SLA process in the ways that have already been theorized by Anderson and Schmidt (the Automaticity Theory, 1992; the Noticing Hypothesis, 1990).

Tipologia del documento
Tesi di laurea (Laurea)
Autore della tesi
Choi, Jeong A
Relatore della tesi
Corso di studio
Ordinamento Cds
Parole chiave
second-language acquisition,language learning,musical training,music and language,shared neural mechanisms in music and language,automaticity theory,noticing hypothesis,musical training benefits,music accelerates language learning,SLA
Data di discussione della Tesi
16 Marzo 2018

Altri metadati

Statistica sui download

Gestione del documento: Visualizza il documento