Abstract
This article, originating from the Faculty of Education at the University of Hradec Králové, investigates auditory linguistic memory and attitudes toward foreign language learning among Czech primary and lower-secondary school students. Utilizing a quasi-experimental design featuring recordings of 10 different languages, the study aimed to measure the efficacy of auditory memory in language recognition and gauge student attitudes. While a generally positive disposition toward learning foreign languages was observed, the data did not support the hypothesis that prior music education enhances language recognition abilities. The findings suggest a nuanced relationship between musical training and language learning, opening up new considerations for educational strategies in foreign language instruction.