Foreign language learners often show some specific difficulties in their acquisition of the new language. One of them is the ability to perceive and produce new phonemes and a new prosody. Since phonemes and prosody are dependent on “quasi musical” features (such as rhythm, frequency, intensity), we could wonder whether some music-related elements, like musical aptitude, musical training or the use of music as a didactic tool, could help learners to perceive and produce the sounds and the prosody of a foreign language. The parallel between music and language has been examined in different research fields. First, it has been stated that music and language share some neurological resources [1, 2]. Secondly, research has shown that music training [3-5] or musical aptitude [6, 7] can improve language-related tests. Third, it seems that the use of music as a didactic tool can also have a positive influence on some aspects of language learning [8-10]. These different music-related elements influencing foreign language learning have nonetheless never been examined together in one analysis. Moreover, the influence of the effect of using music to teach prosodic properties of a foreign language has not been tested in a systematic way. The projects that we carried out aim to remedy this lack of information. In our research, we analyzed the influence of different music-related elements on the perception of phonemes and lexical stress of Dutch by French university students, two languages which show differences at the segmental and suprasegmental levels. We first tested the perception of Dutch phonemes which don’t exist in French. We investigated the influence of both music training and musical aptitude on the discrimination. We also measured the influence of these musical factors compared to already stated influence factors for foreign language acquisition (e.g. motivation, age of learning, knowledge of other languages, etc.). Results show that musical aptitude significantly correlates with the correct discrimination of ...