A classroom-based study of Chinese as a Foreign Language pronunciation targeting syllables with final `-i'

Abstract

As a less commonly taught language in the U.S., relatively little research has been done on the acquisition of segmental sounds in Chinese as a Foreign Language (CFL), particularly at the secondary level. This study targeted a unique set of status-bearing syllables in Chinese described in the literature as potentially difficult for English-L1 learners by measuring the perceived and productive levels of difficulty for these sounds in 30 secondary-level CFL learners. An error analysis of learner performance on an oral reading assessment revealed two syllables that appeared to present difficulties for these learners. The range of phonological processes that occurred for these two particular syllables are presented along with the results indicating where perceived level of difficulty for these syllables converged or diverged with productive difficulties. In light of the results, a discussion of practical implications for teaching and learning is also provided.