This study investigates rhythm, music, song, and chant as instructional strategies with Korean students for improving their listening and speaking in English. The sound system of English is so unlike Korean that Korean students encounter a multitude of phonological problems. Many foreign language teachers in Korea continue to emphasize grammatical analysis as the primary instructional strategy.;The essence of this document is to expand and refine theoretical constructs of second language pedagogy to assist those persons involved with language acquisition in Korea as well as any other English for Speakers of Other Languages (ESOL) programs where the musical strategies may be applied.;This researcher traces the development of second language theory and methodology by way of a historical essay. In addition, a case study report shows classroom applications and procedural instructions. The commentaries from students in the study, as noted, and the author's reflections support the effectiveness of a musical medium in the second language instructional environment.;To provide additional evidence for the efficacy the instructional strategies, a treatment-control research design was carried out at two universities South Korea. The subjects were studying English and one group received the musical treatment. Results of the pre and posttest showed gain scores of the treatment group to be consistently higher than the control group. Intervening variables made it difficult to establish a direct causal link; thus, further research is recommended.;The author wants to encourage and contribute to subsequent investigations of this nature. Therefore, the study includes guides for a proposed syllabus, materials selection, staff development, and lesson planning.
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