Learning a second language: Can music aptitude or music training have a role?

Abstract

Some studies suggest that children receiving music training perform better than other children when learning a second language (L2). In contrast, other studies indicate that music aptitude correlates positively with L2 learning. The relationship between music (training or aptitude) and L2 is stronger for skills that are based upon perceptual-auditory skills (e.g., dictation) than for skills that are not based upon perceptual-auditory skills (e.g., grammar). We investigated the relationship between music training, music aptitude, and L2 learning in Italian students between 11 and 15 years old. We recruited students who were either receiving music training or not. The music aptitude of all students was assessed with a dedicated test (PROMS). Participants completed an English grammar and an English dictation task. Music training (and not aptitude) explained performance in both dictation and grammar, although it was significant only in the dictation; in other words, students who were receiving music training performed significantly better in the dictation than students who were not.