Improvement path of singing skills under the influence of cross-cultural communication in vocal music education

Abstract

Abstract Colleges and universities are not rich enough in initiatives on singing skills influenced by intercultural communication and need to further improve their relevance. This paper uses structural equation modeling to explore the influence of singing skills on vocal education. Initially, it outlines the significance of cross-cultural communication for vocal education in colleges and universities and summarizes the factors that influence cross-cultural communication. After selecting the survey respondents, the questionnaire questions are designed, the survey is collected with research data, and the results of the survey are examined for reliability and validity. The research hypothesis is proposed, and the structural equation modeling task is completed using both the measurement model and the structural model together. Combined with the data collected in the previous section, vocal singing that integrates cross-cultural concepts is empirically analyzed. The data show that the Spearman correlation coefficients of language, music theory, music skills, comprehension, interpretation, and cultural background with the effect of vocal singing skill enhancement are 0.632 (0.016), 0.203 (0.008), 0.651 (0.027), 0.637 (0.008), 0.246 (0.048), 0.588 (0.046), all of which are significantly correlated below 0.05. Among the six influencing factors, the structural path coefficient between musical skill and vocal singing skill improvement effect is 0.376, which has the greatest influence on vocal singing skill improvement. Through a quantitative analysis of vocal singing that integrates the concept of intercultural communication, this study provides a clearer understanding of how singing skills can be enhanced under the influence of intercultural communication.

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