Please,
1) how large will be the sample of undergraduate students?;
2) will the latter be chosen so that each native country group has an equal (or, nearly equal) number of students?;
3) within each native country group, will all the respective students be tested against a unique and common foreign language?;
4) which criteria will be used for selecting any student?;
5) which specific method(s) will be used to test the correlation between musical aptitude and reading fluency? Any other variables, correlations, etc. envisioned in the project?;
6) will the final results of the test be expressed in qualitative and/or quantitative terms?;
7) how will the relevant variables of the project be measured?; and,
8) will the final data be amenable to be treated by statistical methods? If so, will you be willing to perform it?
Any comments, suggestions, etc. from external researchers to the project itself?
Excellent project! Best wishes, Ángel
I do not know the specific answer to your question, but as an American learning Chinese pronunciation, I found that musical knowledge has been very valuable, because it is a tonal language.
Dear Michael:
Thank you very much for your answer!
As you had noticed, my specific questions are mainly addressed to the project “MusicLang”’s collaborators – for promoting general public knowledge. In addition, I have dared to invite RG colleagues, as yourself, for expressing their views on such common and interesting subject. As to my opinion regarding your answer, I fully concur.
Best regards, Ángel
As non linguist, I manage to learn 16 languages and would agree that it is a music my ears. In other words, any language could somehow be look at as a musical collection of sounds and tones that people use to communicate, regardless of their native language.
Dear Eduard:
Thank you very much for your answer!
As to my opinion regarding your answer, I fully concur.
Best regards, Ángel
Dear Syed:
Thank you very much for your appreciation!
Best regards, Ángel
Dear Rizvi:
Thank you very much for your appreciation and recommendation!
Best regards, Ángel
Dear Muhammad:
Thank you very much for your appreciation!
Best regards, Ángel
Reading fluency in foreign languages probably doesn't follow from musical aptitude. There is a connection to less than fluent language skills and related music abilities in some languages like Italian and Latin, where much music has been written. To some extent French, German and Spanish can be included. Even a connection in Japanese can be found. Liturgical Greek may also have a connection. We don't get much connection in the languages we seldom sing, and we don't get fluency from the languages we sing often. We get intermediate level skills.
Dear Angel,
It's a set of very important questions related to the techniques of teaching, learning and so on. In the primary school, i remember that the teachers uses music in teaching.
Dear Jerry:
Thank you very much for your answer!
As to your reasoning on the matter, it appears to make a lot of sense; although, at times, paradoxical situations may occur. At any rate, in my opinion, the “MusicLang” project’s collaborators may gain more insight by pondering upon it!
Best regards, Ángel
Dear Adel:
Thank you very much for your answer and memories!
Best regards, Ángel
I am not expert on the subject, but I remember taught short songs at school to remember things like the number of days in the month, which I remember to this day. I would definitely think that there is a correlation between musical aptitude and foreign language reading fluency.
Best regards,
Debra
Dear Concha, Debra and Cecilia,
Thank you very much for sharing your respective experiences with us which, in my opinion, add very valuable information to this thread: so that the “MusicLang” project’s collaborators may gain more insight by pondering upon it.
Best regards, Ángel
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