EFFECTS AND IMPLICATIONS OF LISTENING TO POP SONGS ON

THE VOCABULARY LEARNING AS PERCEIVED BY THE GRADE 10 STUDENTS

Dave Gwenson M Baloloy
 My

Chapter 1

Introduction

Songs are appreciated for their linguistic, pedagogical, cultural and entertaining features
and they are precious language learning materials. They can be used to teach and develop every
aspect of a language. This paper aims to verify these claims and confirm the effectiveness of
using songs as a means to improve young learners' English language vocabulary and to
determine whether songs influence young learners' motivation to learn English. The paper deals
with theoretical explanations of young learners, listening skills, and different aspects of using
and teaching songs. It also discusses how songs influence motivation and the connection of
songs with some language learning theories. The analytical part of the paper explains the
procedure and the results obtained from the pre-tests, post-tests and delayed tests for three
different children's songs as well as from the questionnaire that was done in order to collect
information about motivation provided by songs. The results showed that songs have a positive
influence on vocabulary retention of young learners. Whatever setting is used, aural or
aural/visual, the results prove that songs are suitable for different learning styles, they encourage
positive learning experience, and enhance their knowledge. Songs aid motivation and help
learners develop a love for language learning. Students motivated in this way are imaginative,
creative, and eager to learn and succeed.

According to Schmitt (2000), they also need to be learned incidentally without paying
direct attention to them and while performing other tasks. Besides, songs allow learners to repeat
and to memorize chunks of language.

In this chapter, the researcher provided the background of the study, the reason why the
problem was selected, the researcher’s initial knowledge about the problem, the situations in
which the problems actually exist and the significance of the problem.

Background of the study

Incidental vocabulary learning

 Incidental vocabulary acquisition involves learning words as the by-product of an activity
that is not deliberately designed for that purpose (Gass, 1999; Hulstijn, 2001; Loewen, 2015).
Researchers believe that it is responsible for most first language (L1) vocabulary growth (Nation,
2001; Webb & Nation, 2017). However, when learning a second language (L2) in non-English
speaking communities where individuals are not naturally exposed to large quantities of L2
input, deliberate teaching and learning of the L2 may be responsible for the majority of L2
vocabulary learning (Laufer, 2003).

Nation (2006) investigated the vocabulary size needed to understand different types of
English discourse. He suggested that learners need to know the most frequent 6,000 to 7,000
word families to understand spoken discourse and the most frequent 8,000 to 9,000 word
families to understand written discourse. More recently studies have suggested that knowledge of
the 3,000 most frequent word families might be sufficient for comprehension of spoken
discourse (Van Zeeland & Schmitt, 2013a; Webb & Rodgers, 2009a, 2009b). Nevertheless,
research indicates that most learners in the EFL context are unable to learn the most frequent
3,000 words let alone the most frequent 8,000 to 9,000 words (Webb & Chang, 2012b). This
suggests there is value in finding new ways to fuel L2 vocabulary growth. Learning vocabulary
incidentally through encountering larger amounts of L2 input in different types of spoken and
written discourse may provide the greatest potential to promote L2 vocabulary growth (Webb &
Nation, 2017).

Incidental vocabulary learning through listening

Prior to entering formal schooling, vocabulary development in children is dependent on

listening (Vidal, 2011). L1 learners have the advantage of rich input environments with plenty of
opportunities to learn incidentally through listening. L2 learners in foreign language (EFL)
contexts do not have the advantage of rich input environments. This has led researchers in recent
years to investigate the amount of incidental vocabulary learning that can occur through listening
to sources of input that are available to learners in poor input environments. For example, Van
Zeeland and Schmitt (2013b) investigated L2 incidental vocabulary learning through listening to
several different sources of spoken input including listening passages from television talk shows,
television interviews, and informal lectures. Their results indicated an overall vocabulary
learning gain of 29.2% immediately after listening and 19% two weeks after listening.

English language as a source of spoken academic discourse is used internationally in

symposiums, academic conferences, and lectures which has led researchers to further examine
incidental vocabulary learning from this source of listening input (Long & Richards,1994). Vidal
(2003) examined incidental vocabulary learning through academic listening. The results
indicated large learning gains of 16.07% after listening and that 8.2% of the gains were still
retained after four weeks. In a follow-up study, Vidal (2011) compared incidental vocabulary
learning through reading academic texts and listening to academic lectures. She found significant
gains in both learning methods. Large learning gains of 15.5% were found through listening on
10the immediate post-test and learning gains of 7.8% were still retained four weeks later. Taken
together, Van Zeeland and Schmitt (2013) and Vidal’s (2003, 2011) studies reveal the potential
for listening to contribute to L2 vocabulary growth.

Another source of language input is L2 songs. Songs have the potential to be a valuable
resource for vocabulary learning for six reasons. First, they can provide large quantities of
language input. A sub study of the project Early Language Learning in Europe (ELLiE) looked at
different sources of out of school exposure to the foreign language (FL) (Lindgren & Munoz,
2013). Internet use, watching films with/without subtitles, playing video games, reading and
speaking in FL, and listening to music in FL were among the sources of FL input. The target FL
was English for most of the participants in this study and the participants reported that listening
to music was the most common type of exposure outside the classroom. In another study, a
survey taken from 374 Flemish Dutch-speaking students from 12 different primary schools,
reported that listening to music in English was by far the most common source of exposure to the
English language, and more than 90% of the participants listened to music more than three times
per week (Kuppens, 2010).

Second, corpus driven studies analyzing pop songs suggest that these songs are repetitive,
conversation-like, and that the mean speed of speech of 75.49 words per minutes was half the
speed of spoken discourse (Murphey, 1992b). These characteristics along with the “song-
stuckin-my-head phenomenon” or the “Din in the head” which is uncontrollably rehearsing the
song in one’s head (Murphey, 1990) gives songs the potential to be an effective source of input
for vocabulary learning.

Third, individuals tend to listen to the same song multiple times (Kerekes, 2015;
Richards, 1969). In a study investigating repeated listening to a story, researchers found that after
a single exposure learners began to show some knowledge of the target vocabulary items.
However, as the number of exposures to the story increased their depth of knowledge of the
target vocabulary items increased as well, and they were able to use the target items more
accurately in retelling the story (Penno, Wilkinson, & Moore, 2002). Other research investigating
repeated reading and repeated reading while listening to a single text also indicated that as the
number of exposures increased so did knowledge of vocabulary items (Horst & Meara, 1999;
Webb & Chang, 2012a). Thus, repeated listening to songs may potentially increase vocabulary
learning.

Fourth, a lot of the same words are encountered in different songs. A corpus analysis of
50 pop songs indicated that 25% of the corpus was composed of just 10 different words
(Murphey, 1992b). Studies have demonstrated that repeated encounters with the targeted
vocabulary items can foster vocabulary acquisition (Horst, Cobb, & Meara, 1998; Peters,
Heynen, & Puièmge, 2016; Webb & Chang, 2015b). Furthermore, as the number of encounters
with the target vocabulary items increase, learners develop knowledge of different dimensions of
the vocabulary items. For example, in the study by Van Zeeland and Schmitt (2013b), they found
that knowledge of spoken form recognition needed fewer exposures to the target vocabulary
items and was developed prior to grammar and form-meaning connection. From this study, they
also concluded that 15 or more exposures to the target words were needed for adequate learning
to take place from listening sources of language input. Taken together, the large amount of time
spent listening to songs (Kuppens, 2013; Levey, Levey, & Fligar, 2011) and the frequent
encounters with words within/between songs suggest that songs have the potential to provide the
repeated encounters that are needed for vocabulary learning to take place.

Fifth, songs can also assist memory in language acquisition. Brain imaging studies have
suggested that music and melodic patterns are processed in the same area of the brain as
language. Thus, the rhythmical arrangement of language in songs can lead to deeper processing
and better retention of words (Abbott, 2002; Kerekes, 2015; Lems, 2001; Maess etal., 2001).
 Sixth, it has been demonstrated that the use of songs in foreign language classrooms
tends to decrease anxiety levels in high anxiety classrooms (Doleon, 2016). Foreign language
classroom anxiety (FLCA), can cause frustration, skipping, and acting out, which can hinder the
language learning process (Horwitz, Horwitz, & Cope, 1986). Thus, if songs are found to be a
valuable source of language input, they might also be considered an effective teaching tool that
provides a tranquil learning environment fostering second/foreign language learning.

Although there’s a wealth of information suggesting the potential advantages of songs as

a vehicle for incidental vocabulary learning, there is only one experimental study that has been
conducted in this area. Medina (1993), investigated learning gains from listening to a song and
compared it to a spoken version of the story. The results indicated that learners could acquire a
similar amount of vocabulary knowledge through listening to the song and the spoken rendition
of the story. This study provided evidence that songs may potentially contribute to L2
vocabulary learning. However, the study was limited to listening to a children’s story book song
that was chosen due to its simplicity and comprehensibility for young learners. Thus, it is unclear
whether songs that are typically found on the radio, and are perhaps the most likely type of songs
listened to by L2 learners, can contribute to incidental vocabulary learning. Furthermore,
Medina’s (1993) study investigated the extent to which the form-meaning connection of target
words was learned. However, vocabulary knowledge is multi-dimensional and there are several
different types of lexical knowledge that can be gained (Nation, 2011; Richards, 1976; Schmitt,
1994). For example, orthography, syntax, grammatical function, collocations, and form-meaning
connection are all different aspects of vocabulary knowledge, and each one can be isolated and
measured separately to more accurately evaluate the extent of learning (Webb, 2005, 2007).
Consequently, it would be useful to examine which other aspects of lexical knowledge may be
learned through listening to songs. For example, knowledge of the spoken forms of individual
words and sequences are also likely to be learned through listening to song.

Statement of the Problem

This contains the main objectives of this research that are expected to be answered and
given solution at the end of the study. The purposes of this research are presented through
research questions as follows:
1.What is the demographic profile of the respondent in terms of:

1.1 age
1.2 gender
1.3 grade level
1.4 age they start listening to pop music

2. What are the implications of listening to pop song on the vocabulary learning on the selected
Lucena City National High School students?

3. What are the effects of listening to pop song on the vocabulary learning on the selected
Lucena City National High School students in their daily activities?

Significance of the Problem

This study was designed to examine if using pop songs as a supplementary activity
promote the performance of students in learning vocabulary. Students can learn more vocabulary
through pop songs. It would help teachers to see whether the pop song technique is an effective
tool to make students happily participate in class and motivate students’ positive opinion in
learning English.

Chapter 2

Review of Related Literature

Related Literature

A song is poetry set to motion. A song in a second language enhances the learning of that
target language. This study confirmed that English second language learners were inspired by the
singing of songs and music to achieve better in their study of literature, as well as other aspects
of the target language.

Andianto (2010) stated that song is a short musical work set to a poetic text, with equal
importance given to the music and the words. It may be written for one or several voices and
generally performed with instrumental accompaniment. Redlich (2010) criticize that song is
short composition usually for one voice based on lyric or poem. The lyric and the text are very
various. They can be simple song or long song; can be in the form of sentences or just a word,
even syllable and they usually combine with the music.

Lynch (2005) reveal that pop songs or pop music is the commercial record music which
is often oriented towards young people and usually consists of relatively short and simple love
songs. There is a feature of pop songs, which can be inferred from the name itself, namely that it
is popular. Lynch states that music is prevailing in different media such as TV, movie, nightly
news and in different occasions such as when people do excise, are at work, play, and worship.

(Brewer, 2005) reveal that the content of song is not only for entertaining, but also can
offer a new way in learning a language. Song is a natural way for people to learn a language.
Playing song can set a positive mood of the day or the beginning of the classroom, or to maintain
the positive attitude during the day.

Listening to music releases endorphins in the brain. Endorphins give us a heightened

feeling of excitement. In addition to feeling euphoric, endorphins quell anxiety, ease pain and
stabilize the immune system. With high endorphin levels, we have fewer negative effects of
stress.

Brown (2007) said that “Learning is relatively permanent changes in behavioral tendency
and it is the result of reinforced practice”. It implies that learning begins since one day of our
life. Learning is a process not only getting knowledge from the formal education but also getting
knowledge from daily events which happen in our life. In short, people can be called learning if
they want to change their behaviors, abilities better than in the past.

Septiani (2010) stated that in modern language, learning vocabulary is not long that
consist of memorizing list of words in isolation, lasted, and words usually give a meaning full
context and practice in appropriate patterns. However, Longman in Septiani (2010) conclude that
vocabulary is list of words, usually in alphabet order and with explanation of their meaning, less
complete than dictionary. It means that they should understand the meaning. Moreover, Wilkins
in Septiani (2010) reveal that without grammar could be conveyed, without vocabulary could not
be conveyed. So, it can be conclude that someone cannot convey anything without vocabulary.
 Recent research reveal that listening to music improves our mental well-being and boosts
our physical health in surprising and astonishing ways. If we take a music lesson or two, that
musical training can help raise our IQs and even keep us sharp in old age.

As we know the comprehension of vocabulary relies on strategies that permit one to

understand words and store them, to commit them to memory. Students will find words easier to
remember and will be motivated in the class. Song can be one way in improving listening ability.

Since songs linger in daily life, students will experience the target language easily. It will
sharpen their listening comprehension skill, whereas it could also enhance their vocabulary
mastery.

Composing words and rhythm appropriately can help to hold the song together and
increase the mind’s ability to recall it. Pairing music and language can help the process of
learning vocabulary and phrases. When using songs to teach vocabulary, it begins with listening
and finishes with communication. For some students who are not used to the culture of the target
language and have some difficulties in expressing, they can learn the language better by using
the music which provides them a relaxed atmosphere. Songs are the authentic materials for
teaching a second language. The song lyrics provide a target vocabulary, grammar, and patterns
for students to study.

Music has been scientifically proven to have a powerful effect on the brain. Recent
researchers shows that music can help in many aspects of the brain, including pain reduction,
stress, stress relief, memory and brain injuries. In the book the power of music Elena Manes said
that “Scientist have found that music stimulates more parts of the brain than any other human
function.”

Song helps sustain students’ attention and concentration. The effectiveness of the songs
in language learning helps student relax, create the friendly atmosphere, good relationship among
students and teachers, improve students’ pronunciation. Students saw that they really enjoyed the
song activities and preferred to learn the new vocabulary continuously through song activities
(Brewer, 2005).

According to Fernando Herbet listening to songs improves your vocabulary because they
are aimed at native English speakers, song lyrics are full of slang words, colloquialisms, and
modern English expressions. Listening to song lyrics is an excellent way to pick up language that
often isn’t taught in class.

According to Richard (2002) a song is a relatively short musical composition for the
human voice, which features words or lyrics. Song is an ideal vocabulary learning media for
students. It is because song helps students remember the vocabulary easily and one of many
songs genres is pop song.

Lems (2001) stated that song lyrics should be focused on since they have common short
words, as well as repetition of words and structures which helps learners understand the meaning
of words. A song usually is accompanied by music instruments, which perfect and beautify its
performance. It means that the students simply enjoy hear the songs. It can be said that the need
for the egocentric language is fulfilled partly through songs.

Lynch (2005) revealed that song for some people, has become an element in their daily
that could not be separated, especially to most young people. Song also contains some elements
of language that is used in everyday communication; therefore a variety of new vocabulary,
grammar, a wide range of accents and cultural aspects can be introduced in a natural way.

Moreover, Lynch (2002) stated that “songs are usually directed to the native-speaking
population so they usually contain contemporary vocabulary, idioms, and expressions." As we
know the comprehension of vocabulary relies on strategies that permit one to understand words
and store them, to commit them to memory.

Hodges (2002) said that “The musical brain is modularized. That is, musical
experiences are multimodal, involving at the least the auditory, visual, cognitive, affective,
memory and motor systems.”

(Ayotte, 2004) said that “Same auditory, perceptive, and cognitive mechanisms that
impose a structure on auditory information received by the senses.” Music is a kind of language
parcel that links the cultures, but there is an imperative point here, that pop songs are more
efficient in ESL environments, because, for example: first of all these songs are at 11-year-old
native speakers’ level and, as a result simple vocabularies will be more suitable for ESL learner,
the lyrics are repetitive within each song, and because the words mostly are short, as a result
vocabulary learning would be facilitated.
 Song helps sustain students’ attention and concentration. The effectiveness of the songs
in language learning helps student relax, create the friendly atmosphere, good relationship among
students and teachers, improve students’ pronunciation. Students saw that they really enjoyed the
song activities and preferred to learn the new vocabulary continuously through song activities
(Brewer, 2005).

(Medina, 2002) conclude that song has always played a big part of human’s lives,
beginning with child's birth and mothers singing lullabies to their children. Song brings emotions
to life and it also serves as a testimony of people from any land or time, it speaks for us where
words fail.

(Brewer,2005) analyze that playing song can motivate, inspire, and build students'
enthusiasm. The intrinsic motivation seems to stimulate students feeling and give them the desire
to learn. Motivation is an energy change within the person characterized by affective arousal and
anticipatory goal reactions. It means that someone will get a goal if they do activities. And their
activities need strong motivation to reach it.

Kuzmich (2010) conclude that engaging with music can create positive and lasting effects
on brain function. Listening to music stimulates cognition, improves memory, increase attention,
provides inspiration and motivation and facilitates a multi-sensory learning experience.

Furthermore, When listening to songs the filter will become stronger when the learner is
haunted with low motivation, lack of self-confidence and high anxiety. Anxiety, associated with
negative feelings ,such as upset, tension, frustration ,self-doubt and fear, would impede language
learning (Larsen 2000).

Ziv & Dolev (2013) stated that music have an impact on the moods, emotions and
behavior of groups of people as well as individuals. Background music can be used to create a
positive atmosphere and it can also influence students behavior as well as psychological,
emotional and cognitive processes. Music enlightens relaxing environment.

Richard (2003) analyze the affective state as a learner’s attitudes, acculturation,

personality and feelings of community. Lowering the affective filter, or the emotional and
motivational blocks to language learning, is commonly accepted as an important aspect of
language instruction . Even shy students participate in music activities. Using music gives
students opportunities to become active creators of their own learning processes.

(Mc Craty, 2005) conclude that songs effect mood, tension and mental functioning, it
increased positive feelings and enhance productivity. Songs can be used to elevate depression as
it has effect on dopamine level of brain.

(Brown, 2001) conclude that songs linger in daily life, students will experience the target
language easily. It will sharpen their listening comprehension skill, whereas it could also
enhance their vocabulary mastery. If it applies to their habitual, it could create a love to the
language as one of lifelong learning characteristics which would be beneficial for their
communication skill.

Therefore, learning through music stimulates the students’ right hemisphere which allows
communication between the right and left hemispheres. Therefore, music is a very effective
learning tool (Priester, 2011).

Lenka (2011) said that “musical intelligence is the ability to enjoy, recognize, perform,
and compose musical pieces and have sensitivity to rhythm and pitch,” thus it is clear that
everyone has musical intelligence. Music also has social and emotional benefits because the
students gain confidence in using English by sing the song.

Jones (2010) disclose that "the-song-stuck-in-my-head-phenomenon" which stands for

"the echoing in our minds of the last song we heard" information is meaningful. It is believed
that the learners' productive use of vocabulary is normally restricted and there is a need to focus
on the students' retention ability, the ability of remembering things. In general, learning
vocabulary items became the fun and effective part of the language learning.

Moreover, songs relaxes our body, muscles, reduce blood pressure, anxiety, stress reduce
negative emotion and improve the sleep quality in older adults useful cure for insomniacs
(Nilsson, 2005).

Music and songs play an important role in the world and the lives of teenagers and young
people. Each person listens to songs and most people enjoy it. When the songs is used to teach
English, it has social and emotional benefits because the students are gaining confidence in using
the second language through music and thus do not face the same kinds of performance pressures
found in formal language learning (Tabassum, 2006).

Setia (2012) reveal that some neurologists have also found out that language and musical
processing occur in the same hemisphere of the brain, and there might be parallels in how music
and linguistic syntax are processed in human brain. As a result, employing English songs
memorization which consists of a musical melody, regarded as a technique in language teaching,
may help the students to accelerate their learning process, especially the learning of vocabulary.

Some learners realized they could acquire new words through the songs too and not just
through books and movies and they suggested to keep on using pop songs even after the
experiment. The students realized that this method of instruction for vocabulary learning had
new dimensions (Zhang & Wu, 2011).

Shen (2009) stated why songs can be a tool to vocabulary learning. It can be because of
the existence of different functions such as being a kaleidoscope of culture, having
expressiveness, recitable, and relaxation, in songs. It can be supposed that English songs can
provide many opportunities for vocabulary rehearsal. They usually consist of a theme or topic
which can provide the useful context for vocabulary learning.

In line with Siskova (2008) song can be used to understand and produce language,
remember words over time and be able to recall them readily, and also strategy development for
coping with gaps in word knowledge, including coping with unknown words or unfamiliar uses
of known words.

Prescott (2005) points out that music is an important thing for education. It not only help
students learn and gain the knowledge but also helps students increase their scores. There are
many studies showing that music has a positive effect in the classroom.

Daniele (2008) stated that the melody of the song can facilitate recall. The text is better
recalled when it is heard as a song rather than as speech, provided the music repeats;
Contribution of melody to rhythmical information; Features of memory recall and learning
through music. Songs help us move away from decontextualized single definitions and towards a
concept-based multilayered knowledge of words.
 Moreover, Fonseca Mora (2000) explained that songs have a positive outcome on the
students’ language acquisition and that lexical patterns stored in long-term musical memory can
be retrieved with ease at a later date for mental rehearsal, memorization or during oral
interaction.

Song has an intellectual impact on the brain that is long lasting. Song helps the brain to
focus, retain information, memorize and help exert brain cognition. These studies have also
shown that music can have these positive influences on a variety of learners (Leguto & Trissler,
2012).

Norton (2005) stated that learning vocabulary through songs allows the students to learn
vocabulary in alternate way, one is that is less threatening yet still provides the repetition needed
to learn new vocabulary. It also provides students a chance work with their musical intelligence.

Sonianingsih (2004) stated that students who have interest in songs could help their
vocabulary building. They believe the repetitive words in the songs could be memorized in some
different ways. Students will find words easier to remember and will be motivated in the class.
Songs cover all teachers and students needs in teaching and learning a language, because it is the
easier way in learning a new language.

While listening to music, students can hear the pronunciation of the native speakers.
Students also improve their ability to hear the language .Music’s natural rhythm in words and
phrases helps students develop good pronunciation (Šišková, 2008).

According to Oxford dictionary, music means the instrumental or vocal sounds or both
combined in such a way to produce beauty of form, harmony and expression. However, A
women’s magazine featured details and information on what songs can do to a person, it quoted
that “unconsciously listeners are carried away of how the songs are delivered”.

On the other hand, Billy Joel (2014) said that “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.”
 Moreover, Mark Jude Tramo (2019) said that "Undeniably, there is a biology of music.
There is no question that there is specialization within the human brain for the processing of
music. Music is biologically part of human life, just as music is aesthetically part of human life."

A 2014 study found that music was helpful for patients with fibromyalgia. The study
showed that listening to music of the patient’s choice reduced pain and increased functional
mobility significantly. As a results researchers believe that music eases pain because listening to
it triggers opioids the body’s natural pain relivers.

In a study conducted by Indian Ayurveda and the Chinese system of traditional medicines
they revealed that music serve as supplements treatments and gives emotional and mental
strength during illness. The health and illness are referred to as harmony and disharmony
respectively.

Moreover, A 2014 study was conducted on 89 patients with dementia, where the patient
and caregivers were randomly assigned either a 10 week music listening coaching group or
regular care. Singing enhanced short term and working memory and caregiver well-being,
whereas music listening had a positive effect on quality of life. As a result both singing and
music listening improved mood, orientation and remote episodic memory and to a lesser extent
also attention and executive function and general cognition.

Dr. Laura Mosqueda conducted a study with the Alzheimer’s patient and those with
dementia. They examine how music impact their illness. As a result it help them to remember
pieces of their lives this could be because music awakens the areas of the brain that are still
healthy.

According to Alan our relationship with music is deep, powerful and hugely rewarding. It
is a key that unlocks our emotions, influences our moods and enhances our mental and physical
well-being. When something is emotional, then of course it is also easier to remember.

According to “Psychology of Music” they found that students who listen to music tend to
have higher productivity levels than those who did not listen to music. The researchers
speculated that listening to music heightened the mood of the student and thus increases their
motivation.
 In the study conducted by the researchers listening to music releases endorphins in the
brain. Endorphins give us a heightened feeling of excitement. In addition to feeling euphoric,
endorphins quell anxiety, ease pain and stabilize the immune system. With high endorphin
levels, we have fewer negative effects of stress.

Furthermore, according to Lizzy we need music to boost our motivation in learning

English. Fundamentally, popular songs touch the lives of us and are connected with our various
interest and everyday experiences. Music, therefore, has become an important part of our daily
life. We listen to music to reduce anxiety, to stay positive, to relax. The rhythm and melody of
songs enable us to listen to them over and over again.

Dr Brian A. Primack conducted a study and interviewed 106 children ages 7 to 17

repeatedly over to month period. Asking them to chronicle their exposure to five different kinda
of media: tv, video games, internet printed media and music. As a result they found that more
these children listened to music the more likely they were to suffer from a major depressive
disorder.

Moreover, In the study conducted by the science researchers they found that listening to
music is relaxing that helps students with stress and leading them to study more efficiently. And
it actually lowers your cortisol levels that is usually responsible for feelings of stress and anxiety.

Dr Leisuk conducted a study involving information technology specialist. Research

focuses on how music affects workplace performance. As a result she found that those who
listened to music completed their task more quickly and came up with better ideas than those
who didn’t because the music improved their mood.

In the study conducted by Adell Stewart listening to pop songs will be helpful in giving
you the energy to go on and also it will help you become more creative when you listen pop
songs in low noise level.

In the study conducted by Sharuna listening to songs can help you to sleep better which
leads to be more productive day of studying. Students are more focused and motivated when they
are in good mood which helps them endure studying for a longer time.
 Furthermore, Patrick Alban, DC conducted a study on the office workers. It focuses how
background music enhances performance on cognitive task, improves accuracy and enables the
completion of repetitive task more efficiently. As a result they came up with more creative
solutions and a greater number of ideas than those who listened to other kinds of music or no
music at all.

In a study conducted by the recent researchers they found that listening to music you
enjoy and can boost your mood, which intensifies mental focus and improves will power to keep
you successfully on task even when you rather be doing something else.

A 2019 study conducted on the patients with dementia. The study focuses on music
therapy can help to decrease depression, anxiety, and agitation while improving cognitive
function, quality of life, language skills, and emotional well-being. As a results it showed
increased positive behaviors such as smiling and talking and decreased negative behaviors like
agitation and aggression towards other.

In a study conducted by Joachin Trappe million of people worldwide suffer with

depression and by listening to music it will decrease the symptoms of depression and even help
with sleep.

Valorie Salimpoor a neuroscientist conducted a study with eight music lovers with a
radioactive substance that binds to dopamine receptors after they listened to their favorite music.
The research focuses that when you listen to music your brain releases dopamine a “feel good”
neurotransmitter. As a results large amounts of dopamine were released which biologically
caused the participants to feel emotions like happiness, excitement and joy.

Berthold Auerbach (2019) said that “ Music washes away from the soul the dust of
everyday life.”

A study conducted with the students who listen to music for before going to sleep. The
research focuses that music helps you to sleep better. As a result listening to music for 45
minutes before turning to slept significantly better than the students who listened to an
audiobook or did nothing different from their normal routine. Maya Angelou (2019) said that
“music was my refuge I could not crawl into the space between the notes and curl my back to
loneliness.”
 Hans Joachim Trappe conducted a study on the patients with depressive symptoms. The
research focuses on how music can reduce someone’s depression. As a result meditative sounds
and classical lifted people up, but techno and heavy metal brought people down even more.

Johns Hopkins (2019) said that “There are few things that stimulate the brain the way
music does. If you want to keep your brain engaged throughout the aging process, listening to or
playing music is a great tool. It provides a total brain workout.”

However, In a study conducted by ezine they found that people who listen to music while
studying are better at recalling information in environments resembling those in which they
learned the information. Therefore, if you listen to music while studying then you will have the
better chance of recalling information.

In a study conducted by Lizzy research has shown that listening to music is one of the
best ways to stimulate both sides of our brain. It has a positive impact on not only learning
English but also general learning. When we listen to music on a regular basis, we are at the same
time improving our memory.

In the study conducted by York University they stated that music shown great
improvement with memory in students studying for exams, students that study with music
increased their chances of passing exams with high scores. Listening to music also increase the
verbal intelligence of the students. Overall, those musically trained showed better overall verbal
and memory skills. It also increases IQ and overall academic performance.

In study conducted by David O. Mckay music is truly universal language, and when it is
excellently expressed how deeply it moves our souls. Music has been scientifically proven to
have a powerful effect on our brain. Recent researchers shows that music can help in many
aspects of the brain. Recent researchers shows that music can help in many aspects of the brain
including pain reduction, stress relief, memory and brain injuries. In the book “The Power of
Music” Elena Manneses stated that that “Scientist have found that music stimulates more parts of
the brain than any other human function.”

According to Teaching English songs are authentic and easily accessible examples of
spoken English. The rhymes in songs provide listeners with repetition of similar sounds.
Students often choose to listen to songs time and again, indirectly exposing them to these sounds.
 According to Lizzy Pronunciation is one of the most difficult aspects to master when it
comes to learning a new language. Learning English through songs will definitely help to train
your accent. When you learn your English songs, you will tend to repeat the songs again and
again. And hence you will enjoy practice English instinctively.

In a study conducted by Benny Lewis that listening to songs in your target language gives
you something that no vocabulary list can a context for words. You get to hear how words are
used in real life. When you learn complete sentences along with their English translation, you’re
learning how to use complex grammar without the need to memorize all the rules behind it. This
means that you’ll be understanding and speaking your target language more like native speakers
in less time than you would with some other study methods.

According to Fernando Herbet listening to songs improves your vocabulary because they
are aimed at native English speakers, song lyrics are full of slang words, colloquialisms, and
modern English expressions. Listening to song lyrics is an excellent way to pick up language that
often isn’t taught in class.

Moreover, according to Fernando Herbet listening to songs with a repetitive pattern is an

excellent way to commit new vocabulary to memory. Music has a way of getting stuck in our
heads and is more persistent than simply learning new words by rote. When trying to learn new
vocabulary, find a song that you like that contains those words and let it get stuck in your head.

In a study conducted by Lacie Burke listening to music will definitely enhance your
language comprehension. English music improves your listening skills and increases your
vocabulary. Music even helps your pronunciation. As you listen to the lyrics, you will be
exposed to new English words.

Furthermore, According to Alberto Alchieri while you are listening to songs you have
learned the lyrics, you can practice your pronunciation and explore different accents. Accents
depend on the country but also on the area the singer comes from. Singing will help you to learn
the correct pronunciation of the words and will also help you remind easily the new vocabulary
you have learned.

According to Luna Rieu it is scientifically proven that it is easier to improve your

listening skills, your pronunciation and learn new vocabulary through music. The melody helps
you retain concepts and the language used in the songs is actually aimed at the local people, so
you learn updated language and colloquial expressions. In addition you would be doing in
activity that’s good for both the mind and the emotions, making you feel sensations of all kinds.

In a study conducted by Justin Songs give you perfect pronunciation models. As you learn
to sing them, you are practicing your pronunciation, you are imitating native speakers, and you
are learning how to speak better. The rhythm naturally leads to better pronunciation, better
intonation, and more fluency. Moreover, another huge advantage is that you get to practice your
grammar. Some of the most intelligent grammar questions my students bring me come from
songs. You can probably even map the entire language into pop songs and drastically improve
your grammar by learning the lyrics to your favorite songs.

According to Gritty listening to songs while singing is an activity that joins elements
related to the language with musical elements. The pronunciation, the expansion of vocabulary,
the practice of grammar structures, all of them are activities that you can improve on by singing.

According to Cambridge Assessment when you learn a new language, there are lots of
unusual sounds your mouth isn’t used to making. Singing helps our mouths to form the right
shapes and make these sounds loudly and clearly. Singing also helps us learn how stronger and
weaker sounds are pronounced differently in English.

According to Alan many of the words and sound patterns within a song are repetitive and
this makes it easier for them to stick in your mind. You probably already know this. Music has
an uncanny ability of getting stuck in our heads. Tunes and lyrics will often infiltrate our
thoughts and play over and over in our minds. All of which will help you to learn English with
songs as you easily memorize vocabulary and phrases. In fact, after a short period of time you
will find it almost impossible to forget them.

Moreover, according to Alan when you learn English with songs, you pick up more than
just language skills. Music gives you insight into English-speaking cultures and how English-
speaking people think and feel. Familiarity with popular songs and artists gives you something to
talk about with your English-speaking friends.

According to Lizzy songs can provide the opportunity for vocabulary practice. They are
usually based on a theme or topic that can offer the context for vocabulary learning. The more
you listen to the lyrics, the better your English vocabulary becomes. At first, you may not
completely understand the lyrics. But most importantly no shelter.