Teaching language rhythm by music to older English learners of Italian

Abstract

This paper qualitatively investigates the benefits of explicit instructions on rhythm in foreign language teaching. The study involves teaching Italian to 60+ years old native English speakers. The effects of explicit instructions using musical activities, syllable cards, and body synchronisation on learners’ experience were examined. The study was designed around a series of novel educational interventions with regular semi-structured interviews and focus groups with participants, in addition to their regular Italian lessons. Participants reported benefits of the novel approaches in supporting their learning. The present study forms a basis of further empirical investigation on pedagogical development.