A Cognitive Linguistic Approach to Piano Sight-Reading Instruction

Authors

  • Ruiqing Rui

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
  • Muhammad Syawal Amran

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
  • Nurfaradilla Mohamad Nasri

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i9.10210
Received: 26 May 2025 | Revised: 18 June 2025 | Accepted: 25 June 2025 | Published Online: 19 September 2025

Abstract

This study investigates the design, development, and evaluation of a novel instructional module for piano sight-reading, grounded in the principles of Cognitive Linguistics and utilizing the Design and Development Research (DDR) framework. Aiming to address persistent shortcomings in traditional sight-reading pedagogy for children aged 7–11, the research integrates Cognitive Linguistics (CL) concepts—including embodied cognition, schema theory, and metaphorical thinking—with Piaget established developmental and Vygotsky sociocultural educational theories. The DDR process comprised a comprehensive needs analysis involving interviews with piano teachers and surveys with students, informing the module's conceptualization. Iterative module development incorporated expert feedback and pilot testing to ensure theoretical rigor and practical usability. The module was then implemented in an experimental group, with outcomes compared against a control group receiving conventional instruction. Quantitative data from pre- and post-tests indicated statistically significant improvements in sight-reading accuracy and musical understanding among the experimental group, while qualitative feedback highlighted enhanced student engagement and confidence. The resulting teaching module provides educators with a practical teaching tool that can reduce the instructional gaps that often occur in traditional piano lessons.The study demonstrates that a CL-informed, DDR-based approach can substantially improve young learners' sight-reading skills and attitudes. Findings offer theoretical and practical implications for piano pedagogy and support the adoption of interdisciplinary, cognitively informed instructional design in music education.

Keywords:

Cognitive Linguistics; Piano Sight-Reading; Embodied Cognition; Music Education

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How to Cite

Rui, R., Amran, M. S., & Nasri, N. M. (2025). A Cognitive Linguistic Approach to Piano Sight-Reading Instruction. Forum for Linguistic Studies, 7(9), 1228–1247. https://doi.org/10.30564/fls.v7i9.10210

Issue

Vol. 7 , Iss. 9 (September 2025)

Article Type

Article

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Copyright © 2025 Ruiqing Rui, Muhammad Syawal Amran, Nurfaradilla Mohamad Nasri

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.