DIGITALPERCEPTION OF MUSIC AND FOREIGN LANGUAGES BY PUPILS IN PRIMARY EDUCATION
University of Hradec Králové (CZECH REPUBLIC)
About this paper:
Appears in: ICERI2021 Proceedings
Publication year: 2021
Pages: 27-34
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
doi: 10.21125/iceri.2021.0013
Publication year: 2021
Pages: 27-34
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
doi: 10.21125/iceri.2021.0013
Conference name: 14th annual International Conference of Education, Research and Innovation
Dates: 8-9 November, 2021
Location: Online Conference
Dates: 8-9 November, 2021
Location: Online Conference
Abstract:
The paper presents the main research results examining the relationships of pupils in primary education to music and foreign languages, which was carried out at the Faculty of Education, University of Hradec Králové in the Czech Republic. The aim of the research survey is, in connection with the pilot research, to examine the relationship to music and foreign languages in pupils of 4th and 5th grade of primary school and to find out, whether there is a relationship between the relationship to music and foreign memory in these pupils. There were 148 pupils who took part in this research. The respondents were divided into two groups. The first group was presented by pupils without musical education, the second group was with pupils with musical education, i.e. pupils who are systematically educated in the field of playing a musical instrument. Based on the results of pilot results we assumed a higher success rate in listening memory tests of pupils with positive attitude towards music and with musical education.Respondents were first given a non-standardized questionnaire to find out their degree of relationship to music and foreign languages. The second part focused on a listening of ten examples of foreign languages, and then a sequence of five foreign languages had been selected for the respondents, which they had to identify on the basis of previous experience. A semantic differential had been chosen for data processing. The research survey results have shown that pupils with musical education did not have a higher memory capacity in the field of foreign languages than we had expected, than individuals without musical education.
The development of language and music competencies has a number of common features, both in terms of neuropsychology, and in terms of psychological and sociocultural assumptions. This interconnection brings further challenges to research, which could enrich this issue not just on a theoretical basis, but especially in the field of foreign languages.