Next, the participants are introduced under pseudonyms. There are two (2) male and three (3) female participants. As mentioned before, they all study at a university of applied sciences to become professional singers and pedagogues. In this section, the focus is on their individual learner profiles, as certain similarities and differences appeared significant in relation to the answers they provided in the interview. Therefore, the musical and linguistic backgrounds of participants, as well as their opinions on their strengths, weaknesses and learning preferences both in music and in languages are briefly presented.
Leah is a second year singing teacher student. She has studied singing for three years, and played both the violin and the piano from the age of 4. She learns music best by hearing.
Acquiring new music, such as rhythms, is easy for her. Also in language learning she prefers listening, as well as learning by doing. However, she does not consider herself as “a language person”: learning languages at school did not offer too many positive experiences. According to her, pronunciation was previously a weakness, but after beginning singing studies, it has
become more of a strength. She has studied English, Swedish, and a couple of courses of German.
Jonah is a second year singing teacher student. He has taken singing lessons for a couple of years. Before taking up singing, he has played the violin for 17 years, since the age of 6. As a musical learner, he considers his strengths to be an accurate ear for nuances and phrasing. He also has got a so called “absolute pitch” or “perfect pitch”, meaning the capacity to identify or to reproduce a note without a reference. For both music and languages, he described a learning preference of learning by listening. Jonah has studied several languages during his life: English, French, German, Swedish, and the rudiments of Japan. He has also done some university courses of English in a Language Learning and Teaching programme. He considers himself as
“somewhat skilled” in languages, learning easily new vocabulary and being good at pronouncing.
Alice is a second year student in an early childhood education programme. Her major instrument is singing, which she has studied for four years. She has also played the flute for 7.5 years and learned the rudiments of playing the piano. She considers her strengths in learning new music to be an overall “musicality”: an ease of acquiring the new melody and a somewhat automatic realisation of dynamics and phrasing. In general, Alice learns best by doing, through practice and usage of the learnt material. Acquiring theoretical knowledge without a clear connection to practice is a challenge to her. This applies both to learning music and language:
language is learnt best when used in travelling and music best by hearing and doing it herself.
In language learning, she mentions pronunciation as her strength, and acquiring new vocabulary and grammar as her weaknesses. Alice has studied English and Swedish at school.
Monica is a second year singing teacher student. Before the two years of singing studies at university level, she had taken singing lessons for over 7 years. She has also sung in different choirs and ensembles. She describes her musical learning to be quite effortless: new pieces, melodies and texts alike, are easily “stuck in the head”. Music theory is an area that she perceives more challenging. Monica learns best by hearing and by doing, also languages: new words and pronunciation are easily learnt by imitating others. She considers learning languages
easy for her, compared to other subjects, such as mathematics. Her language studies include English, Swedish and German.
Jacob is a fourth year singing teacher student. In addition to the four years of singing studies at the university level, he has taken four years of singing lessons at college level. He has also played the piano for six years, and French horn for eight years. He describes his strengths in music to be in rhythms, in prima vista or sight-reading (i.e. playing or singing a piece of music on the first sight of the sheet), and in being open-minded towards challenges. Jacob is an individual learner: he prefers learning a new piece of music first alone, concentrating on aspects that he recognises as challenging. The language repertoire of Jacob is wide: he has studied English, Swedish, French, Italian, and the rudiments of Spanish, German and Russian. He is also a major student of English at a university. Jacob described himself as a visual and analytic learner: he can easily remember for example a visually presented chart of grammar features, and he likes to analyse and deconstruct structures. His strengths in language learning are therefore in understanding structures and learning grammar.
To conclude, the interviewee profiles reveal some similarities and differences between the participants, which possibly relate to the answers they provided in the interviews. First of all, every participant has got a long history of music making: all of them had played an instrument for several years, and most of them had played several instruments. Therefore, it can be assumed that the participants are fairly skilled in music making. This is implied also by the ease with which the participants described learning new music. Secondly, all but Jacob were at their second year of studies, which is nearly halfway through their study programme. Jacob, instead, had only half a year left of his studies. Naturally, this is linked to the amount of experience that the singers had gained of linguistic and of musical learning in this context so far. Thirdly, the interviewees described their preferences to learn languages quite similarly: languages are learned best by hearing and by doing. Jacob is the only exception here; he described himself as a visual and analytic learner. As to the language learning history, there seems to be greater differences between the learners. Jonah, Monica and Jacob expressed confidence as language learners, whereas Alice and Leah described having gained mostly negative experiences of language learning at school. Of the interviewees, Jonah and Jacob had clearly studied languages the most, and both had done some linguistic studies at a university. These differences in
language learning profiles may influence the way in which the participants position themselves towards foreign languages, which can possibly be heard in the opinions and attitudes expressed.
5 FINDINGS
In this section, I will present the findings of the present study, i.e. on classical singers’
experiences and perceptions of language learning through and for singing. I will begin with the broader context of singing as a profession and the role of language within it, narrowing the perspective then to the aspects of language learning that are emphasized in this specific context.
After that, I will present the actual strategies and tools that singers use for linguistic and musical learning, as well as singers’ perceptions of the benefits of music and musicality on language learning. The excerpts from the interviews have been translated here. The original excerpts in Finnish can be found numbered in a list in Appendix 2.