The purpose of this qualitative, collective case study was to investigate students’ and instructors’ perceptions of tone pedagogy in teaching Chinese as a foreign language (TCFL). Most tone-related research in the field has studied students’ production and perception of tones without connecting the students’ perceptions and their feelings with teaching materials, tools, and techniques. Researchers have also noted the lack of serious research on student attitudes, perceptions, and beliefs in foreign language study. This study asked what tone pedagogy was used in class and why the instructors perceived them as effective, how and why the students felt about them, and if these perceptions corresponded with each other. Three instructors were interviewed, five sessions of their introductory Chinese classes were observed, and eleven students joined the online focus group for a discussion. Data were collected, triangulated, and analyzed using qualitative analysis software QSR NVivo 10. By understanding students’ perceptions on the effectiveness of tone pedagogy in their own words, instructors can avoid repeating or using materials, tools, and techniques that students find ineffective or are unwilling to cooperate with. The results show that the students’ perceptions were most aligned with those of their instructors on explicit instruction, error correction, repetition, and listening to audio recordings, techniques that are mostly associated with older grammar translation and audio-lingual methods. The study reveals a need for TCFL instructors to employ attested tone pedagogies in a professional learning community.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Linguistics, Asian Studies, Foreign language education, Pedagogy|
|Keywords:||Instructor perceptions, Mandarin tone instruction, Mandarin tones, Student perceptions, Teaching mandarin tones, Tone pedagogy|
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