Abstract
This article presents the results of an empirical concurrent validation study in which measures of musical ability (pitch, loudness, and rhythm), auditory discrimination, and memory were used to account for variance in attained ESL oral proficiency. Memory was a significant, though tenuous, predictor of variance in the dependent variable. In addition, significant differences were noted for the different language groups and for the different tests. The article concludes with a proposed research program to determine whether training in musical abilities might be a profitable adjunct to ESL instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
