Aural Skills in Music Learning and Second-Language Acquisition

Abstract

The purpose of this literature review is to explore connections between music learning and second-language (L2) acquisition, focusing specifically on aural skills development. I present wide-ranging studies in L2 pedagogy and connect them to research and practice in music instruction. The synthesis of this research demonstrates parallels between the two fields regarding students’ motivation for aural skills development, physical challenges with pronunciation and performance, and integration of mental and physical skills. These comparisons yield practical considerations for pedagogical strategies in each field and interdisciplinary connections. The review concludes with recommendations to teachers for helping students find their own musical “voice,” maximize their observations of musical models, practice listening and “pronouncing” wisely, and prepare for relevant and meaningful aural-based assessments. Recommendations for future research in both fields focus on incorporating larger, more relevant targets in experimental designs, crafting longitudinal reports of long-term interventions, and investigating the efficacy of specific pedagogical practices.