Acoustic-data-based pronunciation learning and teaching: New methodology for Chinese as a second language in the 21st century

Liu SHI, Ling ZHANG

Research output: Contribution to conferencePapers

Abstract

Traditionally we used the "ear-mouth" way to improve the pronunciation accuracy of Chinese as a second language (CSL), i.e., the learners used their "ears" to perceive the Chinese pronunciation, and used their "mouths" to mimic the exemplary pronunciation by their teachers. The teachers also used their "ears" to identify the pronunciation errors of the CSL students and rectified their errors by providing a correcting example with their "mouths". This traditional "ear-mouth" method may encounter difficulties when the pronunciation errors are subtle. The new methodology of acoustic-data-based pronunciation learning has an advantage here since acoustic data can help to reveal subtle sound difference between CSL students and native speakers more accurately and more objectively. In the 21st century, with more advanced technology, computer-assisted acoustic measurements are more convenient to be carried out, which should be more widely applied in CSL pronunciation learning and teaching. In addition, the acoustic data can provide the visualized cues of the improving directions. This study took CSL students from Thailand as an example and illustrated how to carry out assessment on CSL students' pronunciation, conduct acoustic measurement on their tones and vowels, compare with the counterparts of the native Chinese speakers, and adjust the learning and teaching methods based on the acoustic data analysis. This new methodology can help to enhance pronunciation accuracy and efficiency for CSL learning and teaching. Copyright © 2020 International Conference on Learning and Teaching.
Original languageEnglish
Publication statusPublished - Dec 2020

Citation

Shi, L., & Zhang, L. (2020, December). Acoustic-data-based pronunciation learning and teaching: New methodology for Chinese as a second language in the 21st century. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong, China.

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