Language and Music

The history of music predates the written word and is tied to the development of each unique human culture. The development of music among humans occurred against the backdrop of natural sounds such as birdsong and the sounds other animals use to communicate.
Before learning to speak, primitive man would make noises to communicate. When "moods" started to develop, man would make noises which ascertained their moods and convey them to their fellow men. Thus music developed.
Musical exposure can be controlled and manipulated to an extent not possible in humans. Also, any features of music perception found in nonhuman animals must not be part of an adaptation for music, and must rather be side effects of more general features of perception or cognition.

I would like to establish the link between music and language development in children by drawing together the music and linguistic developmental research literature. It informs educators the significance of integrating the two domains in the study of early childhood development three aspects in the developmental processes was investigated: early perception of sound, premusical and prelinguistic vocalization and the emergence of singing and speech. In addition, the linguistic and musical environmental stimulation, that is baby talk and lullaby respectively, was also discussed. It was shown that music and language development are indistinguishable during the early stages, and only until later stages that they become more diversified. The implication for educators is that in order to enhance the learning of either or both, music and language should be closely related.

Components of motivation in foreign-language learning (FLL) which involves learning the target language in institutional/academic settings without regularly interacting with the target language community. It was assumed that the results obtained from second-language acquisition (SLA) contexts those in which the target language is learned at least partly embedded in the host environment–are not directly applicable to FLL situations. Therefore a motivational questionnaire was developed and administered to 134 learners of English in Hungary, a typical European FLL environment, with the aim of defining the relevance and characteristics of integrativeness and instrumentality in FLL, as well as to locate other motivational components. Based upon the results, a motivational construct was postulated consisting of (1) an Instrumental Motivational Subsystem, (2) an Integrative Motivational Subsystem, which is a multifaceted cluster with four dimensions, (3) Need for Achievement, and (4) Attributions about Past Failures. The results also indicated that in mastering an intermediate target language proficiency, the Instrumental Motivational Subsystem and Need for Achievement especially, play a significant role, whereas the desire to go beyond this level is associated with integrative motives.

Activity:
Choose a topic from the curriculum given by the MEP for elementary public schools, and invent a song according to their level and the vocabulary required for that level.

“I think music in itself is healing. It's an explosive expression of humanity. It's something we are all touched by. No matter what culture we're from, everyone loves music.”