An Action Research On Chinese Pronunciation Correction: One-on-One Training For A Japanese Student At Elementary Level

The study is inspired by a Japanese student’s real problems revealed in elementary level Chinese class. Using the’plan-act-evaluate-reflect’model, a ten-week one-on-one Pronunciation Correction Training has been carried out based on the methodology of action research. This thesis describes the whole process from planning, implementing, modifying, evaluating and reflecting.Qualitative and quantitative data collected from interview, survey and test suggested that the student learned best through visual means and tended to ignore auditory senses or activities. The significant lack of speech input, poor sense of Chinese pronunciation and over-anxiety in language learning have been identified as3main hurdles. According to the student’s individual characteristics and needs, training sessions using the chosen book, Chinese Pronunciation Practice for Foreigners, has been initiated. As too many new words impeded the progress, plan has been reviewed and adjusted in due course. Phase Ⅰ focused on auditory word recognition and pronunciation correction, through introducing phonetic knowledge and employing various drills. Phase Ⅱ focused on reinforcing the auditory recognition skills and establishing connections between sound and meaning, through dictation drills of selected words.Formative and summative assessments have been applied. Visible improvements have been supported by coping with learning anxiety, increased pronunciation accuracy rate, enhanced learning management awareness and self-confidence.While acknowledging all the limitations, this research has been an endeavor to improve the current practice of Teaching Chinese to Speakers of Other Languages,(a) Comprehensively studied the Chinese Pronunciation Correction based on student’s learning dilemma, and discussed how to conduct effective training in detail,(b) Facilitated competency development of the teacher, with reflections made and experiences gained via the action research approach.