An Investigation Into Chinese Learners In Cameroon: Their Pronunciation And Learning Strategy Of Chinese Pronunciation

The participants of this study are the Chinese learners in the Confucius Institute of Cameroon, who come from different cities all over the country. Chinese Pronunciation Diagnostic Test Table is used to test the pronunciation level of the participants, among which 106 are valid, then researchers score the test table, summarize the error types and analyze the reasons of the errors; also, a questionnaire is adopted to investigate Chinese pronunciation learning strategies of the participants, among which 89 are valid, then SPSS is used to explore the difference of pronunciation learning strategies on factors such as the score of Chinese pronunciation test, gender, age, hometown, diploma, period of Chinese learning etc. Below is the research conclusion:Firstly, the Chinese pronunciation of Cameroonian Chinese learners is negatively influenced by their English or French pronunciation and there are mainly three error types: 1) they pronounce aspirated initials into un-aspirated ones; 2) they pronounce u[y], er[a], [uei], [iou], [ou], [uen] respectively into [u], [a], [ui], [iu], [u] and [un]; 3) they confuse the first tone with the second tone, pronounce the third and fourth tone into the first tone, and among all the tone pronunciation error types, the pronunciation of the second tone seems to be the most serious problem for Cameroonian Chinese learners. Secondly, there is not significant difference of Chinese pronunciation learning strategy between the higher and lower score groups or on gender, age, period of Chinese learning, nor is there difference between teaching-major students or students who are not teaching majors; but significant difference of emotional strategy exists on hometown, diploma and period of Chinese learning as follows:1) Cameroonian Chinese learners from the English-speaking provinces use emotional strategy more frequently than those from the French-speaking provinces, but on the difference between individuals the latter is more significant; 2) compared with Masters, Bachelors tend to apply emotional strategy more often and shows more significant difference; 3) learners with 2-year Chinese learning experience use emotional strategy more frequently than those with 4-year learning experience.According to the research conclusion, some suggestions are put forward for Chinese pronunciation teaching in Cameroon:1) cultivate a teaching team of better competence; 2) compile pronunciation text books particularly for Cameroonian Chinese learners; 3) conduct training activities of Chinese pronunciation learning strategy for Cameroonian Chinese learners so as to make it more efficient for them to master Chinese pronunciation.