How Listening to Music Influences English Language Teaching Learning and Everyday Life

English and Foreign Language Learner Benefits of Listening to Music
How can you effectively use music in your English or foreign language learning class room? Listening to certain types of music has quite a number of additional benefits which go far beyond teaching and learning as we examined in, “Six English and Foreign Language Learner Benefits of Listening to Music”. The impact of music and songs in ELT is well-documented. Now let’s continue our brief overview with five additional benefits of listening to music.


Photo: Pop Folksinger, Tracey Chapman

Five Additional Benefits of Listening to Music:

• Reduces Errors
With the improved integration and function of the brain and its two hemispheres, comes improved concentration and thinking ability. This immediately impacts our normal functioning by reducing the number of incorrect resolutions and responses to problems. Whatever you may be thinking or doing, you’ll simply do it better.

• Aids in Digestion
Imagine the nicest, fanciest, and most expensive restaurant you can. The food will be exquisite of course. Are they playing music in the restaurant? Very likely so, but is the music Heavy Metal Rock, Rap, Hip Hop or Acid Jazz? Almost certainly not. The music played will of a type designed to promote a pleasant emotional and digestive state. Music has long been used to enhance the dining experience in one way or another.

• Helps to Regulate Moods
As touched on briefly at bit earlier, our moods and state of mind can be influenced or altered by the use of music. To help relax people in elevators, music is pied into it. The same is true in doctor’s offices, medical and dental clinic waiting areas and even airports. People who have a fear of heights, falling, flying or dentists are helped to calm down a bit and relax.

• Moderates Tempo of Activity
Do you work to music? I and many other professionals often do. When I write, the Beethoven music station is normally playing in the background. At other times I might put smooth jazz in the CD-ROM drive for the mellowing effect it has on me. When I’m on deadline and need to focus along with working quickly, faster-rhythmed Salsa music goes into my CD player. Fast-food restaurants want you to eat quickly, so they play faster-tempo music in the background.

• Aids in Isolation from Noise and Distractions
When you can’t control external sounds and noise, you might try putting on some music to help to mentally “drown out” the distraction. Our ears can be selective, not in what we may hear, but in what we choose to actually listen to. Playing something you like will override distractions and noise which may be in the background.

Many Other Benefits of Listening to Music
These are but some of the hundreds of individual benefits researchers have discovered that are tied to listening to certain types of music. Listening to music has benefits, not only in the EFL or foreign language learning classroom, but in a number of other aspects of our daily lives as well.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, expert author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 120 countries. Get your FREE E-book,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Six English and Foreign Language Learner Benefits of Listening to Music

Using Music in English or Foreign Language Learning
How can you effectively use music in your English or foreign language learning class room? Why, we can hardly count the ways. Listening to certain types of music has quite a number of additional benefits which go far beyond teaching and learning. The impact of music and songs in ELT is, in fact, profound. But let’s have a brief overview of some other of listening to music’s many benefits.


Photo: Jazz Tooter Stephen Bradbury belts one out

Benefits of Listening to Music:

• Learning Time is Reduced
By lowering the “barriers” or Affective Filter to learning, students of all types can acquire information and skills in a much shorter period of time. By having a more relaxed, attentive and receptive state, most students can learn more in a shorter period of time. This can be equally true for English and foreign language teachers as well as the learners.

• Learner Test Scores Improve
Test-taking anxiety is one of the major causes of poor exam results among many different types of foreign language and other learners. Several different types of music are proven to be effective in reducing varieties of stress and test-taking anxiety, therefore resulting in improved test scores. More relaxed, stress-reduced learners (and teachers too) typically perform better.

• Has a Calming Effect on Hyperactivity
Not only is music an emotional-state modifier, it aids in calming hyper-activity in both children and adults. Classical, Baroque period and easy-listening music are a frequently-used tool in centers for hyper-active, learning-disabled and autistic children worldwide. Suggestions of musical works to try out were offered in the article post, “Using Classical Music in the EFL Classroom”.

• Improves Creativity
In previous article posts we discussed the effect of music on altering the brain-wave state of the brain. This has a direct impact on creativity and imagination. Try this: Close your eyes while listening to a piece of Mozart, Chopin or Beethoven. Notice how images immediately start to flow through your mind. Input a problem or specific theme and your right, left and subconscious will all work together to give you not one, but several solutions to a problem or scenario.

• Injuries Heal More Quickly
Is music used in hospitals in your area? In many health centers, clinics and hospital wards, including maternity wards, delivery rooms and intensive-care units, music is used to aid in controlling and maintaining a relaxed, positive state of mentality among patients. The medical staff benefits from the music too.

• Integrates the Right and Left Brain Hemispheres
The “The Theory of Dual Psychology” states that the brain uses each of its two hemispheres for different types of functions. Located in the right brain hemisphere are creativity, imagination, color, music and intuition. While located in the left brain hemisphere are spoken and written language, logical thinking and reasoning, numbers and some physical skills. The two brain hemispheres are connected by a structure called the Corpus Callosum. Music has the effect of helping to integrate the two brain hemispheres for improved thinking and learning ability.

In the upcoming companion article post entitled, “How Listening to Music Influences English Language Teaching Learning and Everyday Life” we’ll continue to overview benefits of listening to music for teaching, learning and in our everyday life. See you again then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, expert author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 120 countries. Get your FREE E-book,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

How to Illustrate Rhythms in Language When Using Music to Enhance English Language Learning

So, you’re back for more of this series, are you? Okay, we’ll continue with how to precisely illustrate the aspect of rhythm in spoken language and connected speech.

Try This
Play the opening rhythm of a song in Spanish, Turkish, Chinese, Arabic or other first language (L1) of your learners. Then play the opening rhythms of a second, then a third song with one of the songs being an English (or other L2) one. Remember now, you don’t want to hear any words or lyrics, only the opening rhythm of the song. Now ask the language learners what language is song number one? Then ask about song number two and finally, song number three? Odds are they’ll have no trouble correctly identifying the language of each song. Why is that? It’s because they, and you, will easily recognize the rhythms that belong to the songs and the languages. You’d never mistake a Salsa song for an British folk ballad, a German or an Arabic one, now would you? You can just bet you wouldn’t. Why so? It’s because of the distinctive rhythms that unmistakably identify each type and genre of song, that’s why.

Photo: Salsa Dancers in Cali, Colombia – the Capitol of Salsa Music

Did You Notice
By the way, did you notice that you (and the learners) could quickly identify the language of the song by hearing ONLY the opening rhythms? That should come as no surprise. We identify music this way all the time. There was, years ago, a TV game show called “Name That Tune” where contestants tried to identify a song by hearing the fewest notes possible from the beginning of the song. Believe it or not, there were people who could correctly identify a song by hearing only the first note or two! It was absolutely amazing! The principle works just as well with the connected speech aspects and rhythms in English and other foreign language learning.

Now you can rest assured that the learners understand the difference between “syllable-stressed” and “accent-stressed” speech and language. Well not technically so, but at least they’ll recognize the difference between the two. English and Spanish are examples of this difference. Which one is which? Ah, YOU tell me!

Finding the Music and Songs You Need
Where oh where can I get the music and song examples that I’ll need to really be effective in using music to enhance my English language learners’ classroom experience? Relax, calm down, chill out – we’ll look at that particular aspect in the next article post of this series.

So, I’ll see you then.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content and photos or images for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? E-mail the author for a prompt response.

Using Music to Enhance English Language Learning: Practically Speaking

We’ll continue with ways music can be employed in the English language learning classroom, useful activities in EFL or with English language learners. What kinds and genres of music might prove to be helpful and some free (I’ll bet your budget’s tight) sources for music to use in your class room with your language learners, regardless of the ages or profiles.

In General Music Use
First, accustom your learners to the use of music in a variety of ways in the ELL classroom. You could begin with using soft background music at times to help control the learners. After a TPR or other type of activity session, you calm and soften the learners’ mood but putting on a smooth, easy-listening or classical song (like Mozart or Cesaria Evora – pictured here). I use this while re-arranging seating from a previous activity or prior to starting a new one. The learners also know the transition is expected to be finished before the song ends, so after an initial acclimation period near the beginning of the semester, things often go quite smoothly.

Need to Time An Exercise?
Did you know that a song makes a great “timer” for short assignment or activity completion? When having learners complete a written, grammar, vocabulary or practice exercise, I’ll put on a soft instrumental (or jazz vocal) at a relatively low volume. Learners then have until the end of the piece to finish what they’ve been assigned to do. That way, you don’t have to “watch the clock” or be unnecessarily preoccupied with the time, since the song “times” the activity for you. I even have songs of certain lengths, with some for three, four or five minute lengths. Try it. It really works great.

If You’re NOT A Native Speaker
If You’re NOT A Native Speaker, or even if you are for that matter, then you could use songs to illustrate connected speech elements. Try “Hit the Road Jack” by the late Ray Charles when practicing contractions. “When I’m 64” by the Beatles works great for not only numbers but with connected speech liaison illustration too. Besides, the learners always like that one even if they’ve heard it umpteen times. Want to practice a particular consonant or vowel sound? No problem. I’ll bet you’ll have absolutely no trouble at all in finding a song that uses the sounds numerous times. By singing that tune, learners will inadvertently practice what you want them too. It’s especially effective – if you don’t tell them what you’re actually having them do. If they “figure it out”, great. Either way they’ll gladly “practice” by singing an upbeat, lively song that contains the practice elements you want.

Languages, Like Music, Have Rhythms
Languages, like music, have rhythms that distinguish them from one another. One of the biggest problems in connected speech is that learners try to speak English, for example, using the rhythm of their first language (L1). The result, of course, is that they sound “off”.
Exactly why this is so, along with an example of how to precisely illustrate this aspect of spoken language are the first items to be addressed in the next article post of this series.

See you then.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? Contact the author for a prompt response.

Using Music to Enhance English as a Second or Foreign Language Learning

In a previous article post, I talked about using music, from Mozart to enhance learning. Now, in response to reader comments, I’d like to expound on what areas music helps, and how it could be used with elementary school age children who are English Language Learners. When it comes to using music in TESOL, English as a foreign or second language teaching and learning, there are several viable options that can be applied depending on the purpose of the lesson, the facilities you may have available, your learners’ ages and profiles. Let’s briefly look at the rationale behind using music as a motivational tool in addition to some useful possibilities.

Photo: EFL Teacher Stephen Bradbury “Jazz Toots” in his off hours

Background Music
Have you noticed that music is often used to control or affect our moods while we are in a variety of public and commercial locations? Pay attention next time you’re at the mall, in a medical or dental practicioner’s office or clinic, in a restaurant or eatery, walking through strip malls or shopping districts, in an executive waiting area, in many commercial office settings, in elevators (the origin of elevator music) even “on hold” with a utility service, 800 number or the like. Likely you’ll find yourself almost inadvertently listening to music. This is definitely no accident. Why? Because a multitude of studies has shown that the public can generally be “controlled” or at least influenced to some extent by listening to certain types of music under certain types of circumstances. The company, Muzak, made millions based on this concept.

How Does Music Make You Feel?
Think for a few moments, about how different types music make you feel. When you hear classical, for example, how do you feel? Excited, anxious or relaxed and calmed? How about Rock music? Do you have the urge to relax then? Probably not. When you listen to smooth Jazz, do you “mellow out”? You do, huh? Guess why that’s what’s playing in medical and dental facility waiting areas. Instrumentals frequently have a soothing effect on most listeners too. If you’re in a “fast food” type of eatery that relies on volume sales for profits, you can almost bet that if they play music it will be quick-tempo (“Hurry-up”) beat to subtly aid you in finishing your food in short order. On the other side of the ledger, a strong, throbbing rhythmic beat that drives you to motion and action is the forte of nightclubs and discos worldwide. The louder the music beats (to help in overwhelming competing thoughts and feeling), the more bass and entrancing, the better.

In the Language Learning Classroom
What is it we’d like to convey using music in the English language learning classroom? According to research, one critical purpose of music is to aid in lowering the Affective Filter of language learners. (Krashen-Terrell, 1983) By lowering the learners’ Affective Filter we can actually:

• Encourage input, that is, improve the ease with which new language elements and information are learned or acquired

• Improve motivation and positive self-image

Given two learners with the exact same input or lesson, for instance, the one with the lower affective filter will acquire or learn more according to the Affective Filter Hypothesis mentioned previously. This strongly implies that by exercising some control over the learners’ classroom environment, we can in effect, help them to learn more and learn better.
This can be especially true with young learners. The how and why of this fact are truly fascinating.

In my next article post, we’ll continue with ways music can be employed in the English language learning classroom, useful activities in EFL or with English language learners. What kinds and genres of music might prove to be helpful and some free (I’ll bet your budget’s tight) sources for music to use in your class room with your language learners, regardless of the ages or profiles.


Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on the lucrative, fascinating field of teaching English as a Foreign Language, get your copy of his no-cost, full multi-media, hypertext-linked pdf ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know” by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? Contact the author for a prompt response.

Effective Ways to Use the Internet: How do YOU learn?

Number Two: Become familiar with language learning strategies

How do YOU learn? Knowing this can make the daunting task of English or a foreign language learning less like study and more like play. Are you a Visual – Spatial learner who likes pictures, drawings, graphics and extensive use of color? A Musical – Rhythmic type that would benefit from having your lessons and materials set to music, rhythm or rhyme? Perhaps you’re the athletic type who’d derive more success with learning by motion, movement, mime or even dance? Playing the works of Wolfgang Amadeus Mozart (pictured) in the background while studying has been shown to enhance learning in a number of areas. To find out more about your manner of learning visit these sites for starters:

• Learning Styles Explanation http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

• Index of Learning Styles Questionnaire http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html

• The Success Types Learning Style Indicator http://www.ttuhsc.edu/SOM/Success/LSTIntro.htm

3. Practice reading skills

Literacy is one of the 21st century’s most innately valuable compound skills. After all, you’re reading THIS now, aren’t you? Few would wish to be illiterate in their new foreign language so practice of reading skills is paramount. Online newspapers, magazines, newsletters and blogs can provide the needed practice and learning materials. Check out these reading comprehension skills sites:

• How to Read Your Textbook More Efficiently http://www.utexas.edu/student/utlc/lrnres/handouts/1422.html

• Self-study reading lessons http://www.english-to-go.com/

• Read the article in the following address: http://www.pacificnet.net/~sperling/quiz/read1a.html

In the address that follows, take the quiz to verify your understanding of the reading passage: http://www.pacificnet.net/~sperling/quiz/read1b.html

4. Help in developing listening skills

Considered to be the most difficult of the language skills to develop, listening cannot be taught. Rather, you must practice, practice, practice and then practice some more. Every week, twice a week I passed a street vendor at the same spot, absolutely clueless as to what he was saying. I knew what he was selling – I just peeked over at his wares. But his entreaties in street Spanish fell on my language-clogged ears for months. Then one evening, without warning, it happened. Just two days before, his cries were the same incomprehensible slur they’d been for months. That one evening however, when he launched into his huckster’s spiel I suddenly understood every word. My listening comprehension skills had clicked in. Why then? No one knows. Especially not me, and I’m a post-graduate-degreed Language Education Specialist!

Practice your listening skills with radio programs in your target language for a change at www.live365.com which has live global feeds 24 hours a day in multiple languages.

Foreign language internet radio and foreign news radio in 27 European, 4 Middle Eastern, 9 Asian languages and audio feeds from 19 African countries are broadcast on: http://www.multilingualbooks.com/online-radio.html

We’ll continue with two more ways to effectively use the internet for English or foreign language teaching and learning in the final, part 3 of this article posting.

Prof. Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. Now YOU too can live your dreams in paradise, find romance, high adventure and get paid while travelling for free. For more information on entering or advancing in the fascinating field of teaching English as a Foreign or Second Language send for his no-cost PDF Ebook, "If You Want to Teach English Abroad, Here's What You Need to Know", by sending an e-mail to lynchlarrym@gmail.com with "free ELT Ebook" in the subject line. Need professional, original content for your blog, newsletter, e-zine or website? Want more information, have a comment or special request? Contact the author for a prompt response.