There are numerous educational, cultural, and societal benefits of incorporating music into

language instruction. It affects brain growth and language skill development in particular. By
conducting classes in a different manner than the conventional one of sticking to the core curriculum
and the content that is enforced in the book, the teacher can create a welcoming and both
interesting environment by teaching through songs. Students gain knowledge of grammar, new
vocabulary that is essential to writing an autonomous text, and the proper pronunciation of words in
an audible text through the linguistic components. According to Murphey claims that it is from a
cognitive perspective since we retain information for a long time. Additionally, music serves as a
foundation for conversation and dialogue. (In: Murphey 1992; Arleo 2000, p. 11)

The use of music for foreign language learning is recommended for a host of overlapping
psycho-affective, social, linguistic, cognitive, cultural and pedagogical reasons. As many authors point
out, music is fun for learners and can create an enjoyable and relaxed atmosphere in the classroom.
At the same time, as was stressed above, music has the power to affect our emotions and so involves
the learner. From a linguistic viewpoint, songs are useful for listening comprehension, pronunciation
practice (especially prosody), vocabulary learning (especially idioms) and grammar review.
Cognitively, the fact that music " sticks in our heads " suggests that it plays a role in our short-and
long-term memory (Murphey 1992 : 7). Like art, film or literature, music is an integral part of the
foreign culture ; songs in particular reflect and comment on key social, political and historical issues.
From a pedagogical point of view, music can be a way to launch discussion and to create authentic
communication in which learners exchange their views and interpretations.