Music is increasingly used by teachers to help students learn a second language. This is not surprising since there are more positive claims about the effectiveness of music in language learning. It has been reported to help students acquire vocabulary and grammar, improve spelling, and develop reading, writing, speaking, and listening language skills (Jalongo and Bromley, 1984, Jolly YS, 1975, Mitchell, 1983). Music constantly surrounds our lives and can potentially help educators remove boundaries between the various communities to which students belong (Navy & Herman, 1987). The area of ​​psychology provides much of the support for the use of music in the language learning process. The psychological literature is rich in research on music and rote memorization (Borchgrevink, 1982, Deutsch, 1972). According to these studies, language acquisition and rote memorization represent two distinct types of verbal learning. They are related, because learning a target language requires memorization. The ability to memorize is crucial to the language learning process, as it would be virtually impossible to acquire the language without memory. Music has been shown to benefit the rote memorization process. When different types of verbal information were presented simultaneously with music, retention was improved (Gfeller, 1983). According to the Children's Music Workshop (2013), the effect of music on language development can be seen in the brain. The team says recent studies have clearly indicated that music develops the part of the left side of the brain known to be involved in language processing and may actually wire brain circuits in specific ways. (www.pbs.org). The Validity of using...... middle of paper ......sition [Online].[Accessed January 22, 2014] Available from the WorldWide Web: http://www.grammar.about.com/The Language Resource Center (2010)University of Southampton. The key to good language learning. [Online].[Accessed 5 May 2014] Available from the World Wide Web: http://www.southampton.ac.uk/