Chinese as a Second Language Pronunciation Teaching Survey

Abstract

This survey study aims to provide an overview of Chinese as a second language (CSL) pronunciation teaching in the higher educational institutions in the US. 80 respondents participated in and completed an online survey. The survey elicited the participants’ responses in the following constructs: the context of Chinese pronunciation teaching, the status of Chinese pronunciation teaching, the CSL learners’ motivation and goal of Chinese pronunciation teaching, approach of pinyin teaching, difficulties in segments and suprasegmentals, and issues related to the training of Chinese pronunciation teaching. Not only have the findings from the study shed new light on many important issues in Chinese pronunciation teaching, they also have important pedagogical implications for all parties in CSL teaching: learners, instructors, researchers, textbook compilers, and administrators. While this study raises more questions than answers in Chinese pronunciation teaching, the survey highlights some critical issues that entail the joint efforts of the CSL field and points to the direction of further studies on Chinese pronunciation and Chinese pronunciation teaching.

Keywords

• Chinese as a second language
• CSL pronunciation teaching
• pinyin
• tone
• teacher training.