MUSIC–SPEECH INTERACTION IN LANGUAGE EDUCATION FROM NEUROCOGNITIVE AND LINGUISTIC PERSPECTIVES

Abstract

This article examines music–speech interaction as a multilevel neurocognitive, linguistic, and educational phenomenon in the context of a creative university. It analyzes the shared characteristics of musical and speech signals associated with pitch, duration, intensity, tempo, and rhythmic organization, as well as the specific ways in which these characteristics are functionally realized within different sign systems. The article explores music–speech interaction at the phonological, prosodic, intonational, rhythmic, syntactic, lexico-semantic, and discourse levels in relation to auditory perception, attention, memory, prediction, and structural integration. Particular attention is given to the educational potential of students’ musical experience in language-related disciplines, including the development of auditory sensitivity, prosodic perception, rhythmic organization of speech, verbal memory, interpretive skills, and communicative competence. The article substantiates a functional approach in which musical material is incorporated into the educational process in accordance with a specific linguistic or speech-related objective, while its effectiveness is determined by the nature of the learning activity and the individual characteristics of learners. The article also identifies prospects for experimental research into music–speech relationships and considers the potential of digital technologies and artificial intelligence tools for analyzing the acoustic characteristics of music and speech and for developing adaptive learning tasks. The integration of music and language-related disciplines in a creative university is presented as an interdisciplinary educational approach that brings together auditory, cognitive, linguistic, and communicative activities.