Keywords
English writing
lexical richness
self-built corpora
How to Cite
Accepted 2025-01-05
Published 2025-02-16
Abstract
This study aims to explore the influence of music training on the lexical richness of English writing. The method of this study is both qualitative and quantitative. Through a nearly 8-week music and writing training, an experiment was conducted on 40 research subjects (20 in experimental group and 20 in control group), and self-built corpora were established for analysis. The results show that music training effectively improved the lexical variability, complexity, and density of the experimental group, reduced the use of high-frequency words, increased the use of low-frequency words, and increased the proportion of content words. The results of interview also indicate that the majority of research subjects generally believed that music training has a positive influence on the lexical richness of English writing, and improves writing and emotional expression abilities. This study provides theoretical and practical basis for integrating music into the teaching of English writing, points out the limitations of this research and suggests directions for subsequent research.
References
Aryanto, C. B. (2016). The Effects of Music with Lyrics on Writing Fluency and Quality. Indonesia: Atma Jaya Catholic University of Indonesia. https://www.researchgate.net/publication/324964025
Bao, G. (2008). A survey of the development of lexical richness in L2 compositions from a multidimensional perspective. Modern Foreign Languages, (5), 38-44.
Busse, V., Jungclaus, J., Roden, I., Russo, F. A., & Kreutz, G. (2018). Combining song—and speech-based language teaching: An intervention with recently migrated children. Frontiers in Psychology, 9, 2386. https://doi.org/10.3389/fpsyg.2018.02386
Cao, R. (2019). A review of international research on the correlation between foreign language competence and music strategy. Foreign Language World, 02, 90-96.
Chang, X., & Zhou, P. (2018). A Review of the Relationship Between Musical Pitch Perception and Lexical Tone Perception. Journal of Northwest Normal University (Social Sciences), 03, 133-144.
Cho, H. (2015). Is background music a distraction or facilitator?: An investigation on the influence of background music in L2 writing. Multimedia-Assisted Language Learning, 18(2). https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002000155
Cores-Bilbao, E., Fernández-Corbacho, A., Machancoses, F. H., & Fonseca-Mora, M. C. (2019). A music-mediated language learning experience: Students’ awareness of their socio-emotional skills. Frontiers in Psychology, 10, 2238. https://doi.org/10.3389/fpsyg.2019.02238
Coyle, Y., & Gómez G., R. (2014). Using songs to enhance L2 vocabulary acquisition in preschool children. Elt Journal, 68(3), 276-285. https://doi.org/10.1093/elt/ccu015
Daller H,Van Hout R & Treffers-Daller J. (2003). Lexical richness in the spontaneous speech of bilinguals. Applied Linguistics, (2), 197-222. https://doi.org/10.1093/applin/24.2.197
Deng, S., Yang, H., Zuo, K. & Zhang, J. (2023). The effect of musical experience on second language processing. Advances in Psychological Science, 31(11), 2040-2049.
Donohoe, R., & McNeely, T. (1999). The Effect of Student Music Choice on Writing Productivity. https://files.eric.ed.gov/fulltext/ED448472.pdf
Good, J., Russo, A., F., & Sullivan, J. (2015). The efficacy of singing in foreign-language learning. Psychology of Music, 43(5), 627-640. https://www.researchgate.net/publication/264084028_The_efficacy_of_singing_in_foreign-language_learning
Gregori-Signes, C. & Clavel-Arroitia, B. (2015). Analysing Lexical Density and Lexical Diversity in University Students’ Written Discourse. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.07.477
Hye, S., Ha. (2019). Lexical Richness in EFL Undergraduate Students’ Academic Writing. ENGLISH TEACHING. https://db.koreascholar.com/Article/Detail/389149
Kumar T., Akhter S. ,Yunus M. , M. & Shamsy A. (2022). Use of Music and Songs as Pedagogical Tools in Teaching English as Foreign Language Contexts. Education Research International. https://doi.org/10.1155/2022/3384067
Liu, D. (2003). The influence of vocabulary size on EFL writing. Modern Foreign Languages, (2), 181⁃187.
Liu, J., Wang, S., & Yu, G. (2022). A Review of Cognitive Neuroscience Research on the Relationship between Language and Music. Journal of PLA University of Foreign Languages, 45(06), 58-65.
Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory & cognition, 42, 41-52. https://link.springer.com/article/10.3758/s13421-013-0342-5
Nan, Y. (2017). The facilitation effect of music learning on speech processing. Advances in Psychological Science, 25(11), 1844-1853.
Patel, A., D. (2003). Language, music, syntax and the brain. Nature Neuroscience, 7, 674-81. https://www.nature.com/articles/nn1082
Patel, A., D. (2011). Why would Musical Training Benefit the Neural Encoding of Speech? The OPERA Hypothesis. Frontiers in Psychology, 2, 142. https://doi.org/10.3389/fpsyg.2011.00142
RanSDell, S. E., & Gilroy, L. (2001). The effects of background music on word processed writing. Computers in human behavior, 17(2), 141-148. https://www.sciencedirect.com/science/article/abs/pii/S0747563200000431
Read, J. (2000). Assessing vocabulary. Cambridge university press. https://doi.org/10.1017/CBO9780511732942
Rie, A., Vivian, L., & Steven, B. (2022). The Neural Basis of Tonal Processing in Music: An ALE Meta-Analysis. Music & Science, 5. https://www.neuroarts.org/pdf/tonality-ALE.pdf
Somaye, P. (2018). The Role of Music in Second Language Learning. Studies in Literature and Language, 17(1), 75-78. https://core.ac.uk/download/pdf/236303667.pdf
Sun, X. (2017). A Review of Music Ability and Second Language Acquisition Research in the Context of Neuroscience Development. Foreign Language Education, 38(06), 64-69.
Wallace, W. T. (1994). Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(6), 1471. https://doi.org/10.1037/0278-7393.20.6.1471
Wan, L. (2010). A Study on Vocabulary Richness in Second Language Writing of Chinese English Majors. Foreign Language World, (01), 40-46.
Wang, X., Li, D., Li, Y., & Song, D. (2023). ERP Evidence for the Effect of Music on Language Processing. Chinese Journal of Applied Psychology, 29(03), 280-288.
Yang, Y., Zhang, F., & Zhang, S. (2022). A Review of Dimensions, Methods, and Indicators for Measuring Vocabulary Richness in English Writing. Foreign Languages and Translation, (04), 80-85.
Zhang, Y., & Wu, W. (2021). How effective are lexical richness measures for differentiations of vocabulary proficiency? A comprehensive examination with clustering analysis. Language Testing in Asia. https://link.springer.com/article/10.1186/s40468-021-00133-6
Zhang, H. (2020). On Developmental Features of Lexical Richness in EFL Writings by Chinese Beginner Learners of English. Modern Foreign Languages, (04), 529-540.
Zhang, J., Xue, Y., Feng, Y., Gao, P., & Chen, Q. (2024). The influence of Music Learning on Language Prosodic Processing and Its Underlying Mechanisms. Journal of Psychological Science, 47(01), 21-27.
Zhang, L. (2018). The 'Voice' War of Ideology - Music Writing in Novels. Foreign Literature, (04), 134-141.
Zhang, Y., Florence, B., & Pilar, P. (2023). Singing songs facilitates L2 pronunciation and vocabulary learning: A study with Chinese adolescent ESL learners. Languages, 8(3), 219. https://doi.org/10.3390/languages8030219
Zhu, H. & Wang, J. (2013). The Development Characteristics of Vocabulary Richness in English Writing: A Longitudinal Study Based on a Self built Corpus. Foreign Language World, (06), 77-86.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2025 Zhanpeng Li (Author); Shuo Liu (Co-Authors)