SINGING YOUR WAY TO FLUENCY: THE IMPACT OF MUSIC-BASED INSTRUCTION ON PRONUNCIATION AND SPOKEN FLUENCY IN ENGLISH LANGUAGE LEARNERS
Abstract
This article investigates the influence of music-based learning on the development of pronunciation and fluency in English language learners. Drawing from cognitive linguistics and second language acquisition (SLA) theory, the study compares the outcomes of a music-integrated instructional approach against traditional classroom methods. Results from pre- and post-tests, student interviews, and observational data show significant improvements in pronunciation accuracy and spoken fluency among students engaged in music-based activities. The findings suggest that music can be a powerful tool in enhancing language rhythm, phonological awareness, and learner motivation.
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