Which Strategy Do The British Students Take In Learning Chinese Pronunciation?

The ever-increasing number of young foreigners learning Chinese is having a great impact on Teaching Chinese as a Foreign Language. As a branch of L2learning, the study on the pronunciation learning strategies is very important. Pronunciation is the material crust of language, and its importance is beyond dispute in the communication. A good pronunciation plays a significant role in promoting Chinese language teaching. It not only helps foreign learners’Chinese language study, but also has a great influence on the acquisition of other language skills. Ambiguous pronunciation not only hinders the learner to communicate with Mandarin, but also have a certain influence on confidence and interests. Over the years, many researchers are fascinated by the study of the language; however, there were not enough attentions paid on the pronunciation study. The researchers successfully identified a number of variables affects in the2nd language acquisition field, but what they found had little associate with language learning strategies, not to mention the pronunciation learning strategies-the impact of acquisition of the pronunciation one of the crucial variables. Until relatively recently, there has been little academic consideration given to this area. The traditional pattern for pronunciation acquisition is focused on phonetic comparison and error analysis, neglecting the role that individual factors play in the learning process.This research project aims to analyses the condition of British learns’ pronunciation learning strategies. More specially, the study discusses the pronunciation learning strategies relationship between the different ethnic backgrounds. By examine the pronunciation level, the project then progress to analyses on how the strategies influence the pronunciation level.The Chinese Phenomenon learning strategies questionnaire designed by the Oxford’s "SILL Language Learning Strategies Inventory" and "English Pronunciation learning strategies questionnaire and a list of Peterson’s voice learning strategies". Based on the pretest, we found that the questionnaire has a certain degree of reliability. The voice list includes a number of pronunciations which British students should have learned. On questionnaires and the data obtained by the voice test, we use SPSS19.0software package for descriptive statistics, independent sample t-test, correlation analysis, analysis of variance and regression analysis.The research project discovered that:1) Learners from different ethnic backgrounds vary significantly on using pronunciation-learning strategies.2) Cognitive strategy and Memory strategy on pronunciation learning are most often used in British Chinese learners, while compensation strategies are the least.3) Good pronunciation learners tend to use cognitive strategies rather than others.4) Chinese students prefer to use the social strategies and affective strategies. The study concludes by suggesting the learners pay attention to the primary learning process and the usage of different learning strategies.The results of this study show that:1) Chinese language phenomenon learning strategies has impacts on language skills; teachers and students should pay attention on the importance of learning strategies of Chinese language phenomenon.2) The accuracy of voice training will indirectly affect the second language phenomenon acquisition; learners should pay attention to pronunciation training.3) Learners learning strategies should be trained.Finally, the study concluded that suggest a different academic background learners to select specific learning strategies. Some prospects of foreign language phenomenon teaching and learning strategies were given in the end of this paper.