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Pedagogical content knowledge : a systematic review of chinese language pronunciation teaching in the CFL context

Linghong Li (UGent) , Martin Valcke (UGent) , Bart Dessein (UGent) , Linda Badan (UGent) and Christoph Anderl (UGent)
(2021) FOREIGN LANGUAGE ANNALS. 54(2). p.525-557
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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.
Keywords
Chinese as a foreign language, impact, instructional pronunciation strategies, TRAINING JAPANESE LISTENERS, ENGLISH, INSTRUCTION, L2, INTELLIGIBILITY, ACQUISITION, STRATEGIES, SPEAKERS, SPEECH, ACCENT

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Citation

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MLA
1.
Li L, Valcke M, Dessein B, Badan L, Anderl C. Pedagogical content knowledge : a systematic review of chinese language pronunciation teaching in the CFL context. FOREIGN LANGUAGE ANNALS. 2021;54(2):525–57.
APA
[1]
L. Li, M. Valcke, B. Dessein, L. Badan, and C. Anderl, “Pedagogical content knowledge : a systematic review of chinese language pronunciation teaching in the CFL context,” FOREIGN LANGUAGE ANNALS, vol. 54, no. 2, pp. 525–557, 2021.
Chicago author-date
Li, Linghong, et al. “Pedagogical Content Knowledge : A Systematic Review of Chinese Language Pronunciation Teaching in the CFL Context.” FOREIGN LANGUAGE ANNALS, vol. 54, no. 2, 2021, pp. 525–57, doi:10.1111/flan.12558.
Chicago author-date (all authors)
Li, L., Valcke, M., Dessein, B., Badan, L., & Anderl, C. (2021). Pedagogical content knowledge : a systematic review of chinese language pronunciation teaching in the CFL context. FOREIGN LANGUAGE ANNALS, 54(2), 525–557. https://doi.org/10.1111/flan.12558
Vancouver
Li, Linghong, Martin Valcke, Bart Dessein, Linda Badan, and Christoph Anderl. 2021. “Pedagogical Content Knowledge : A Systematic Review of Chinese Language Pronunciation Teaching in the CFL Context.” FOREIGN LANGUAGE ANNALS 54 (2): 525–57. https://doi.org/10.1111/flan.12558.
IEEE
Li, Linghong, Martin Valcke, Bart Dessein, Linda Badan, and Christoph Anderl. 2021. “Pedagogical Content Knowledge : A Systematic Review of Chinese Language Pronunciation Teaching in the CFL Context.” FOREIGN LANGUAGE ANNALS 54 (2): 525–557. doi:10.1111/flan.12558.
@article{8700590,
  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.}},
  author       = {{Li, Linghong and Valcke, Martin and Dessein, Bart and Badan, Linda and Anderl, Christoph}},
  issn         = {{0015-718X}},
  journal      = {{FOREIGN LANGUAGE ANNALS}},
  keywords     = {{Chinese as a foreign language,impact,instructional pronunciation strategies,TRAINING JAPANESE LISTENERS,ENGLISH,INSTRUCTION,L2,INTELLIGIBILITY,ACQUISITION,STRATEGIES,SPEAKERS,SPEECH,ACCENT}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{525--557}},
  title        = {{Pedagogical content knowledge : a systematic review of chinese language pronunciation teaching in the CFL context}},
  url          = {{http://dx.doi.org/10.1111/flan.12558}},
  volume       = {{54}},
  year         = {{2021}},
}
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