Teaching Chinese Pronunciation To Beginners At Palacky University Olomouc-Case Study

As the number of Chinese learners continues to increase in the world,the demand for teaching Chinese as a foreign language increase.With the reform and opening up,the relationship between China and Czechia is tighter than before.Chinese learning need in Czech is steadily rising,and students in the tertiary education look into the prospects of Chinese language proficiency.A large number of studies so far have been made on leaners of English as a second/foreign language,while those on Chinese learners are far insufficient considering the world-wide Chinese language popularity and learning atmosphere.In addition,most of the researches on Chinese language learning have been made in quantitative approaches.This research adopted qualitative research method,with hope to gain more insight into Chinese as a foreign language learning.In this paper author takes under scrutiny the system of Chinese pronunciation and speaking classes for beginners,as taught in Czechia at Palacky University Olomouc.Their unique system focuses on mastering spoken Chinese in short time with the help of self-created materials,derived directly from the work of professor Oldrich Svarny.In this case study I examined how the students and professors think about Chinese pronunciation.What are the goals of the classes and how students navigate through the demanding system of Chinese phonetics to provide insight into the usage of mother tongue to teach Chinese pronunciation and speaking?To inquire the recipients of the language training on how they feel and think of the teaching system,explore their believes,study routines and reflections on the way they receive Chinese pronunciation training and speaking classes.This paper is divided into six parts.First part explains the motives and background of the motivation.Describes the development of the original idea and its transformation into case study.Second part consists of literature review on the relevant methodologies and theories for our case.Third part explains the methodology used,introduces questions for our case and how they were solved through application of this methodology.Fourth part summarizes the cases and observations of 4 students,along with their reflections on learning Chinese pronunciation and speaking at UPOL from non-native speakers.Fifth part cross-checks the teachers of aforementioned pronunciation and speaking classes.Based on the results of interviews,observations and their analysis,the research provides recommendations for both,learners and teachers in the sixth part.Among others the need to attend to analytical thinkers learning abilities,the need to use visual aids and diagrams in modeling correct sounds of Chinese,the underestimation of positive feedback in producing new language sounds.The last part also summarizes the research limitations and suggestions for further research in this field.