Pedagogical Content Knowledge: A Systematic Review of Chinese Language Pronunciation Teaching in the CFL Context

Autor/inn/en	Li, Linghong; Valcke, Martin; Dessein, Bart; Badan, Linda; Anderl, Christoph
Titel	Pedagogical Content Knowledge: A Systematic Review of Chinese Language Pronunciation Teaching in the CFL Context
Quelle	In: Foreign Language Annals, 54 (2021) 2, S.525-557 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Linghong) ORCID (Valcke, Martin) ORCID (Dessein, Bart) ORCID (Anderl, Christoph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12558
Schlagwörter	Teaching Methods; Pedagogical Content Knowledge; Pronunciation Instruction; Suprasegmentals; Second Language Learning; Second Language Instruction; Chinese; Language Teachers; Educational Trends; Phonemes; Learning Strategies; Comparative Analysis; Metalinguistics; Intonation; Accuracy; Computer Assisted Instruction; Test Validity; Language Tests; Listening Skills; Speech Communication + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Ausspracheübung; Zweitsprachenerwerb; Fremdsprachenunterricht; China; Chinesen; Language teacher; Sprachunterricht; Bildungsentwicklung; Fonem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Metalanguage; Metasprache; Computer based training; Computerunterstützter Unterricht; Testvalidität; Language test; Sprachtest
Abstract	The increasing attention on Chinese as a foreign language (CFL) pronunciation instruction gives us an opportunity to look into the current directions of teaching CFL and the specific instructional pronunciation strategies employed by CFL teachers. This paper offers a review of empirical evidence on the use and impact of instructional pronunciation strategies in the CFL field from 1980 to 2019. Our findings reveal that: (1) controlled segmental-based strategies--such as comparative strategies, listening, and repeating strategies--are used widely and effectively to improve pronunciation of Chinese initials and finals; (2) suprasegmental-based strategies, especially computer-assisted strategies, largely improve CFL students' tone accuracy; and (3) the validity of assessments in quantitative studies needs to be further developed by including comparative groups, making tests before and after instructions, and involving discourse assessment contents. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01