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?
Question 2
The questionnaires were designed with respect to teaching different
tones with the aim of eliciting the attitudes of the respondents towards tone accuracy as well as
the methods used to teach different tones (Yang and Jin 155). The survey had an online format and
remained open for a period of two months to give all respondents a chance to complete it. The sample
of the respondents was quite representative as they came from most of the US states with students in
the CSL field.
Question 3
The study targeted US linguistic students in higher institutions.
The aim of the study was to test the relevancy of Chinese as a second language in learning (Yang and
Jin 157). While the English language has worked so far, the increased diversity in these institution
calls for a different direction. Specifically, the surge of Chinese student enrollment has called
for the ministry of education to consider the use of this language. Its correct pronunciation in
learning will be critical to increase not only the confidence of learners but also increase social
interaction and a sense of belongingness.
Question 4
The instructors were the one who completed the survey (Yang and Jin
155). They were in the best position to provide the needed answers as their attitudes and teaching
methods determine the tone production outcomes in the CSL learners. What is more, they understand
the learners well when it comes to the demographic composition and the ability to undertake Chinese
lessons. Further, the outcomes would be helpful in improving both CSL teaching and learning methods.
Only the teacher’s perspective can fulfill this goal.
Question 5
The results confirmed that Tones two, three, and four were reported
to be more difficult as compared to the first Tone and the neutral tone. The results agree to other
previous studies that showed that studying the different tones was a difficult task. Most
instructors reported teaching Tone 3 as a low tone (Yang and Jin 166). However, most teachers stress
tone accuracy due to its importance when it comes to speaking the Chinese language. Half of the CSL
instructors have received training in teaching Chinese pronunciation while the rest have either
never received training at all or had received inadequate training.
Question 6
The findings of the study are relevant in that they illuminate on
different issues facing Chinese pronunciation teaching in the institution of higher learning (Yang
and Jin 173). Further, the findings will play a significant role of guiding all parties involved
when it comes to the program execution. Among the stakeholders includes teachers, students, program
administrators, and textbook writers who have to base on this findings to take necessary steps to
improve future outcomes when it comes to teaching Chinese pronunciation in the future.
Question 7
The constructs I wish to measure includes,
- The students’ willingness to learn Chinese Pronunciation
- Challenges encountered during tutor training
- And the need for Chinese tutors to aid in the progress
I highly consider these constructs for various reasons. Firstly, students play a role when it comes to the outcomes of learning a subject. Their interest and willingness to learn will mean that the program will succeed. Secondly knowing the challenges encountered could help improve future training activities for the tutors. Finally, recruiting Chinese tutors to do the tutoring will minimize the rate of errors likely to be committed. This because the presence of a teacher will help in various aspects such as correct pronunciations of words and spelling. Such would be difficult to achieve through recorded videotapes as learners might have a hard time getting it right.
Question 8
- How many students wish to have Chinese pronunciation included in tests?
- What are the challenges encountered during tutor training for the above?
- Do you think rather than training local instructors, tutors should come from China for better outcomes?
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Works Cited
Yang, Chunsheng and Murray J. Munro. "Chinese as a Second Language Pronunciation
Teaching Survey." Pp. 153-189.