Effect of music training on non-native tonal language learning

Abstract

Although music training has been found to enhance second language (L2) perception and production, little research has considered cognitive and developmental effects in relation to musicality effect in non-native language learning. In particular, no studies to date have examined L2 learning in Cantonese-speaking population whose first language is tonal. This study investigated L2 learning of musicians and non-musicians across different developmental stage. A sample of 96 native Cantonese children and adults, with and without music training, were assessed on cognitive abilities, non-linguistic pitch perception measures including pitch memory and pitch interval discrimination, linguistic pitch perception, as well as tone word learning. Multivariate analysis of covariance and Bonferroni-adjusted pairwise comparisons revealed that musicians significantly outperformed non-musicians in pitch memory, tone identification and tone word learning after controlling for cognitive abilities such as short-term memory, working memory, and nonverbal intelligence. Musical aptitude significantly contributed to non-native tonal language learning success even cognitive and tone identification abilities had been accounted for. Linguistic pitch perception also significantly predicted musical aptitude i.e. pitch memory in non-musicians after controlling for cognitive abilities. These findings demonstrated significant musicality effect in non-native word learning and suggested bi-directional transfer effect between music and language.