Music as a Mnemonic Device for Foreign Vocabulary Learning

This study aims to explore the relationship between music and language learning—both processed in parts of the brain within proximity of each other. It is of value to determine whether it is beneficial to incorporate music when young EFL (English as a foreign language) learners acquire new vocabulary. Utilizing three age-appropriate songs from familiar cartoon movies, the groups of students underwent different music exposures: “chanting,” “singing,” “music video without caption,” and “music video with caption.” The research attempted to determine whether music can help young EFL learners with vocabulary acquisition and if so, which pedagogical practice leads to the optimal gains. Results found in this study proved that the better acquisition of novel vocabulary in EFL learning could be achieved with the help of familiar melodies, with “chanting” and “music video with caption” methods being the most effective and lead to immediate and prolonged learning. Based on the findings, optimal music teaching methods are discussed.