Does non-native language influence learning a melody? A comparison of native English and native Chinese university students on the AIRS Test Battery of Singing Skills

Abstract

The AIRS Test Battery of Singing Skills (ATBSS) is a protocol for acquiring data about a wide range of singing abilities, one of which is the ability to learn an unfamiliar song. This test component presents a song with English lyrics. We examined the role of native language of the singer in this task by comparing the sung productions of the song by native English versus native Chinese students. Following a pilot study that suggested the impact of native language, in the main experiment, 12 participants (6 from each language group) heard the test song with lyrics in their native language (English/Mandarin Chinese), and 12 more heard the lyrics in the foreign language. The instructions were to sing “la” and not the lyrics. For both native-language groups, those who heard the song in their native language made fewer melodic contour errors. When later asked to sing the song with lyrics, the benefit of native language was also evident for both contour and lyrics. These effects of degree of matching of one’s native language with the language of the lyrics when learning a new song emphasize the importance of controlling for native language when recruiting for the ATBSS. It also validates efforts to create versions of the ATBSS in prominent world languages.

Keywords

AIRS Test Battery Chinese contour melody memory native language singing word music integration

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