Singing has been advocated as an efficient supplementary strategy in language teaching, but little is known about its effect on grammar learning. We conducted an intervention study (five lessons) with primary EFL learners (N = 57, mean age = 8.67, SD = 0.60) who were taught new vocabulary and grammar through either singing or speaking lyrics. The control group had new vocabulary introduced during regular lessons. Language gains were assessed through pre-, post-, and follow-up tests; affect was measured after each lesson. Students in the singing group showed similar vocabulary gains to students in the control group and larger gains than students in the speaking group. Importantly, singing students outperformed both groups on spelling and grammar learning. Positive affect was similar across intervention groups, but only the singing group showed significantly enhanced positive affect compared to the control group. Overall, results indicate a potential benefit of singing for grammar learning.

在语言教学中，歌唱一直被认为是一种有效的补充策略，但对其语法学习的影响知之甚少。我们对主要EFL学习者进行了一项干预研究（五节课）（N  = 57，平均年龄= 8.67，SD = 0.60），他们通过唱歌或口语歌词教会了新的词汇和语法。对照组在常规课程中引入了新词汇。通过前后，后和后续测试来评估语言水平；每节课后测量情感。歌唱组的学生与对照组的学生相比词汇学习量相似，而说话组的学生则词汇学习量更大。重要的是，唱歌学生的拼写和语法学习成绩均优于两组。干预组之间的积极影响相似，但与对照组相比，只有唱歌组表现出明显增强的积极影响。总的来说，结果表明唱歌对语法学习有潜在的好处。