Question 1
There were six constructs that the author wanted to measure to
include the teaching context, the status of Chinese Pronunciation teaching, the CSL learners’
motivation, specific issues in CSL pronunciation teaching, teacher training on pronunciation
teaching, and the goal of pronunciation teaching (Yang and Jin 156). There were three questions that
aimed to cover the main areas of intelligibility, comprehensibility, and accentedness. With the aim
of covering the six constructs, they were
- Should Pinyin be taught separately or included in the course curriculum of the beginning level courses?
- Should Pinyin be used to replace Chinese characters in quizzes or tests?
- Do you have a systematic approach to teaching Pinyin pronunciation?