Palabras clave
songs
Spanish as a foreign language
adults
media Español como Lengua Extranjera
Música
canciones
adultos
medios
Cómo citar
Resumen
La música cuenta con unas características que la convierten en una herramienta idónea en la enseñanza-aprendizaje de idiomas. Si bien el mundo académico ha investigado al respecto, existen aún cuestiones sobre las que prácticamente no se ha indagado. En esta investigación cuantitativa, 178 estudiantes de español como lengua extranjera participaron contestando un cuestionario que buscaba conocer la manera en que estudiantes adultos usaban la música y otros medios para su práctica del español. Se realizaron pruebas estadísticas no paramétricas. A pesar de que los participantes declararon encontrar dificultades a la hora de entender las canciones, afirmaron que la música era el medio que más utilizaban para el aprendizaje de español. Además, se identificó el entrenamiento musical como indicador de un mayor entendimiento de las letras de canciones. Se concluyó que la popularidad creciente de la música en español, los cambios en el consumo musical y la democratización de las plataformas de escucha —junto con la capacidad de las canciones para generar bienestar, crear vínculos e impulsar la cultura meta—eran factores decisivos en el uso de las mismas en el aprendizaje del español como lengua extranjera (ELE).
Citas
Ardasheva, Y., Wang, Z., Adesope, O. O., & Valentine, J. C. (2017). Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes. Review of Educational Research (Vol. 87-3, pp. 544–582).
Blacking, J. (1974). How musical is man? In Notes (Vol. 31-1). University of Washington Press.
Brandt, A., Gebrian, M., & Slevc, L. R. (2012). Music and early language acquisition. Frontiers in Psychology, 3(SEP), 1–17.
Brooks, M., Wolfgang, J., Adams, J., Armstrong, N., & Cassidy, R. (2020). Using Rap Music to Better Understand African American Experiences. Journal of Creativity in Mental Health, 1–17.
Carlson, E., Burger, B., & Toiviainen, P. (2019). Empathy, entrainment, and perceived interaction in complex dyadic dance movement. Music Perception, 36(4), 390–405.
Carmen Fonseca-Mora, M., & Gómez-Domínguez, M. (2015). Instrumentos de investigación para el studio del efecto de la música en el desarrollo de las destrezas lectoras. Porta Linguarum, 24, 121–134.
Consejo de Europa. (2002). Marco Común Europeo De Referencia Para Las Lenguas. In Centro Virtual Cervantes.
Cores-Bilbao, E., Fernández-Corbacho, A., Machancoses, F. H., & Fonseca-Mora, M. C. (2019). A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills. Frontiers in Psychology, 10, 1–10.
Cross, I. (2010). Centre for Music and Science-Faculty of Music University of Cambridge. Epistemus: Revista de Estudios En Musica, Cognicion y Cultura, 1, 9–19.
Díaz-Bravo, R. (2015). Las canciones en la enseñanza- aprendizaje de ELE en la era digital. Porta Linguarum, 24, 203–214.
Díaz-Mohedo, Mª T. & Vicente-Bújez, A. (2018). Breaking boundaries in the neoliberal society: flamenco music as a crosscultural tool to teach Spanish as a foreign language. In: Djuraeva, M. and Tochon, F. V. [Eds.]. Language Policy or the Politics of Language: Re-imagining the Role of Language in a Neoliberal Society. Madison-Wisconsin: Deep University Press. pp. 255-281.
Dittinger, E., Scherer, J., Jäncke, L., Besson, M., & Elmer, S. (2019). Testing the influence of musical expertise on novel word learning across the lifespan using a cross-sectional approach in children, young adults and older adults. Brain and Language, 198.
Dolean, D. D. (2016). The effects of teaching songs during foreign language classes on students’ foreign language anxiety. Language Teaching Research, 20(5), 638–653.
Engh, D. (2013). Why use music in English language learning? a survey of the literature. English Language Teaching, 6(2), 113–127.
Espinar Redondo, R., & Ortega Martín, J. L. (2015). Motivation: The road to successful learning. PROFILE Issues in Teachers’ Professional Development, 17(2), 125-136. http://dx.doi.org/10.15446/profile.v17n2.50563
Fandiño López, Z., Torras, A. V., Fandiño López, Z., & Torras, A. V. (2008). Canciones en la clase de ELE. Jornadas de Formación Del Profesorado En La Enseñanza de ELE y La Literatura Española Contemporánea, 177–186.
Fernández-García, A., & Fonseca-Mora, M. C. (2019). EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience. Language Teaching Research, 43(2), 154–167.
Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PLoS ONE, 10(9), 1–17.
Fonseca-Mora, C., & García-Barroso, L. (2010). Aprender Español en USA: Los medios de comunicación como motivación social. Comunicar, 17(34), 145–153.
Fritz, T. H., Schütte, F., Steixner, A., Contier, O., Obrig, H., & Villringer, A. (2019). Musical meaning modulates word acquisition. Brain and Language, 190, 10–15.
Fuentes, C., Hagberg, J., & Kjellberg, H. (2017). Digitalized music: Entangling consumption practices, in Digitalizing Consumption: How devices shape consumer culture. European Journal of Marketing, 53(3), 483–503.
Galindo Merino, M. M. (2005). La transferencia pragmática en el aprendizaje de ELE. La Competencia Pragmática y La Enseñanza Del Español Como Lengua Extranjera, 289–297.
Gardner, R. C. (1985). Social psychology and second language learning : the role of attitudes and motivation. E. Arnold.
Gill, S. P. (2012). Rhythmic synchrony and mediated interaction: Towards a framework of rhythm in embodied interaction. AI and Society, 27(1), 111–127.
Gordon, R. L., Schön, D., Magne, C., Astésano, C., & Besson, M. (2010). Words and melody are intertwined in perception of sung words: EEG and behavioral evidence. PLoS ONE, 5(3).
Gran, A.-B., Booth, P., & Bucher, T. (2020). To be or not to be algorithm aware: a question of a new digital divide? Information, Communication & Society, 1–18.
Greenberg, D. M., & Rentfrow, P. J. (2017). Music and big data: a new frontier. Current Opinion in Behavioral Sciences, 18, 50–56.
Hornillos, R. C., & Roa, J. de D. V. (2015). La música, un instrumento en la enseñanza del español como lengua extranjera mediante la aplicación de las nuevas tecnologías. Porta Linguarum, 23, 139–151.
Instituto Cervantes. (2019). El español: una lengua viva. In Anuario.
Intartaglia, B., White-Schwoch, T., Kraus, N., & Schön, D. (2017). Music training enhances the automatic neural processing of foreign speech sounds. Scientific Reports, 7(1), 1–7.
J. Trost, W., Labbé, C., & Grandjean, D. (2017). Rhythmic entrainment as a musical affect induction mechanism. Neuropsychologia, 96, 96–110.
Jantzen, M. G., Large, E. W., & Magne, C. (2016). Editorial: Overlap of neural systems for processing language and music. In Frontiers in Psychology, 7.
Jung, H., Sontag, S., Park, Y. B. S., & Loui, P. (2015). Rhythmic effects of syntax processing in music and language. Frontiers in Psychology, 6, 1–11.
Juslin, P., Liljeström, S., Västfjäll, D., & Lundqvist, L.-O. (2010). How does music evoke emotions? Exploring the underlying mechanisms. In Handbook of Music and Emotion (pp. 605–642), Handbook of Music and Emotion (2nd ed)).
Kilgour, A. R., Jakobson, L. S., & Cuddy, L. L. (2000). Music training and rate of presentation as mediators of text and song recall. Memory and Cognition, 28(5), 700–710.
Lidman-Magnusson, B. (2013). Singing development: Comparisons between poor pitch singers and other groups. The Phenomenon of Singing, 1, 145–154.
Lu, X., Zheng, Y., & Ren, W. (2019). Motivation for learning Spanish as a foreign language: The case of Chinese L1 speakers at university level. Circulo de Linguistica Aplicada a La Comunicacion, 79, 79–98.
Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory and Cognition, 42(1), 41–52.
Malloch, S., & Trevarthen, C. (2018). The human nature of music. Frontiers in Psychology, 9, 1–21.
Marshall, S. R., & Naumann, L. P. (2018). What’s your favorite music? Music preferences cue racial identity. Journal of Research in Personality, 76, 74–91.
Martínez, K. Z. (2006). American idols with Caribbean soul: Cubanidad and the Latin Grammys. Latino Studies, 4(4), 381–400.
Mithen, S. (2006). The Singing Neanderthals: Overview. Cambridge Archaeological Journal.
Mithen, S. (2009). The music instinct: The evolutionary basis of musicality. Annals of the New York Academy of Sciences, 1169, 3–12.
Mubarak, A. A. Al. (2016). Learning English as a Second Language through Social Media: Saudi Arabian Tertiary Context. International Journal of Linguistics, 8(6), 112.
Murphey, T. (2010). Gracias a la vida - musica que me ha dado tanto: songs as scaffolded-languaging for SLA. Linguagem E Cognição, 241–255.
Murphey, Tim. (1990). The song stuck in my head phenomenon: A melodic din in the lad? System, 18(1), 53–64.
Murphey, Tim. (2019). English through Music : Singing TPR , Walking Labs , & Music Matter. January.
Murphey, Tim, & Alber, J. L. (1985). A Pop Song Register: The Motherese of Adolescents as Affective Foreigner Talk. In TESOL Quarterly, 19, 4, p. 793.
Parr, P. C., & Krashen, S. D. (1986). Involuntary rehearsal of second languages in beginning and advanced performers. System, 14(3), 275–278.
Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and anxiety in learning English as a Foreign language: Singing in class helps speaking performance. Journal of Educational, Cultural and Psychological Studies, (20), 121–138.
Patel, A. D. (2014). The Evolutionary Biology of Musical Rhythm: Was Darwin Wrong? PLoS Biology, 12(3), 1–6.
Posedel, J., Emery, L., Souza, B., & Fountain, C. (2012). Pitch perception, working memory, and second-language phonological production. Psychology of Music, 40(4), 508–517.
Poulin-Charronnat, B., Bigand, E., Madurell, F., & Peereman, R. (2005). Musical structure modulates semantic priming in vocal music. Cognition, 94(3), B67–B78.
Ramírez, A. G. (1992). El español de los Estados Unidos : el lenguaje de los hispanos. Mapfre.
Rivera-Rideau, P., & Torres-Leschnik, J. (2019). The colors and flavors of my Puerto Rico: Mapping “despacito”’s crossovers. Journal of Popular Music Studies, 31(1), 87–108.
Sarmanho, D. T. (2018). De Macarena ao Despacito : os percursos da música latina através do ciberespaço. XVII Congresso de Ciências Da Comunicação Na Região Norte, 1–15.
Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2), 975–983.
Shook, A., Marian, V., Bartolotti, J., & Schroeder, S. R. (2013). Musical experience influences statistical learning of a novel language. American Journal of Psychology, 126(1), 95–104.
Stroud, A. H. (2010). Who Plans (Not) to Study Abroad? Journal of Studies in International Education, 14(5), 491–507.
Swaminathan, S., Schellenberg, E. G., & Venkatesan, K. (2018). Explaining the association between music training and reading in adults. In Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 6, pp. 992–999.
Werner, A. (2020). Organizing music, organizing gender: algorithmic culture and Spotify recommendations. Popular Communication, 18(1), 78–90.
Woolhouse, M. H., Tidhar, D., & Cross, I. (2016). Effects on Inter-Personal Memory of Dancing in Time with Others. Frontiers in Psychology, 7, 1–8.
Zhang, B., Kreitz, G., Isaksson, M., Ubillos, J., Urdaneta, G., Pouwelse, J. A., & Epema, D. (2013). Understanding user behavior in Spotify. 2013 Proceedings IEEE INFOCOM.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2021 Aula Abierta