Answered for language learning in general. No specific language was set for this question, so the findings are drawn from general second-language research rather than one language’s literature.
Yes, there's supporting evidence, though most of it is indirect: a handful of studies specifically on second-language pronunciation show that rhythmic, music-like activities — clapping along to new words, watching beat gestures, or shadowing speech with attention to timing — measurably improve how native-like learners sound. Most of the broader music-and-language research provided, however, is about children's reading and phonological skills (often in dyslexia), not adult pronunciation, so the pronunciation-specific evidence is real but smaller and mixed in strength.
In a controlled study with Chinese teenage learners of French, clapping along to the rhythm of newly-learned words led to better pronunciation (specifically less foreign-accented speech, or 'accentedness') than learning the same words without clapping.9
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Other studies cited alongside the clapping research found that watching simple hand-beat gestures timed to speech, or hearing an automatically generated percussive rhythm laid over sentences before repeating them, also improved how native-like learners' pronunciation sounded — though the percussive-rhythm effect only showed up for learners who started out weaker.9
In a study of German-speaking singers imitating unfamiliar Hindi speech and English pronunciation, people's rhythm and vocal-quality scores as singers, along with their working memory, predicted how well they could imitate the unfamiliar sounds — suggesting singing-related skills overlap with the ability to accurately reproduce foreign speech sounds.6
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In a study of Chinese learners of English doing two weeks of 'choral repetition' training (repeating after a model speaker, i.e. shadowing), those with stronger ability to precisely remember and reproduce sounds heard (called audio-motor integration) improved more in sounding native-like, though everyone got more comprehensible.10
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One proposed theory (called the 'Precise Auditory Timing Hypothesis') argues that music and speech rely on overlapping brain systems for precise timing, so practicing rhythmic, attention-demanding, repeated musical tasks (like keeping time with a beat) could sharpen the same timing skills used in perceiving and producing speech sounds.4
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A small study having adult English learners work with pop, acoustic and soft-rock songs (listening, analyzing lyrics, and shadowing) reported a 22% improvement in pronunciation accuracy after four weeks, alongside vocabulary and listening gains.11
The bulk of the evidence provided about music training and language actually studies reading, spelling, and phonological awareness (the ability to notice and manipulate speech sounds) in children — often those with dyslexia — rather than adult second-language pronunciation specifically.1,2,3,5,8,12
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A Cochrane systematic review searching specifically for randomized controlled trials on music education improving reading skills in children with dyslexia found zero qualifying trials, concluding there wasn't yet reliable evidence either way.7
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