Research shows that there is a relationship between music and memory (Salcedo, 2002). This study examined the effects of singing on the acquisition of foreign language vocabulary. There were approximately 30 students participating from two sections of a Japanese foreign language class at the University of Kansas. All were in their third semester of Japanese language instruction. An experimental group was taught vocabulary along with a melody, whereas a control group was not exposed to the melody. Specifically, the dependent measure compared the number of items that the experimental and control groups correctly recognized on tests. The participants took a pretest and two posttests of their knowledge on transitive and intransitive verbs. After conducting a pilot study, a decision was made for the present study to lengthen the amount of time between the two posttests since the pilot study results were trending towards significance for the second posttest. The present study results showed statistically significant differences between the two groups on their delayed recognition, but no difference on their immediate recognition. Students in the singing group completed a questionnaire that was intended to obtain their perceptions about the effectiveness of lessons with music. Students reported that they enjoyed them and experienced the Din effect. This study found that singing could be an effective learning source for vocabulary acquisition. Implications for teaching and research are explored.
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