Mandarin Pronunciation Learning Strategies of MFL Learners in Malaysia

Abstract

Pronunciation is the fundamental step in learning a second language (L2) or a foreign language (FL). This is a crucial step that cannot be excluded from the process of L2 or FL teaching and learning. Apart from that, pronunciation is not only an indicator to measure learners’ acquisition of a second language, but also a tool to ensure the effectiveness of communication between the speaker and listener. However, pronunciation instruction has been absent from second language classrooms for a long period, because it has long been believed that pronunciation is not crucial and can be learned by students. Consequently, learners have to pick up pronunciation learning on their own in order to achieve the learning goal. The literature review showed that a large number of existing studies revealed that MFL learners utilized MPLS, however, MPLS utilized by non-native learners of Mandarin in Malaysia are previously unstudied. Thus, this quantitative study seeks to explore the Mandarin language learning strategies (MPLS) employed by Mandarin as a foreign language (MFL) learner in Malaysia. A questionnaire namely “Strategy Inventory for Mandarin Pronunciation Learning” that was designed based on taxonomies presented by Oxford (1990); Peterson (2000) was used as the main instrument in this study. 151 students from Universiti Teknologi MARA (UiTM), Rembau campus who enrolled in a Mandarin language course were invited to participate in this study. The findings revealed that the level of the use of MPLS among MFL learners is at moderate level which indicated that MFL learners in Malaysia were opportunely aware of the use of pronunciation learning strategies while learning Mandarin pronunciation. Social strategies were the most frequently used strategies as compared to other MPLS. It was followed by cognitive strategies, affective strategies, memory strategies, metacognitive strategies, and compensation strategies. Findings from this study can help MFL instructors better understand the need to close the gap between their students’ selection of teaching approaches and language learning strategies. However, there were several limitations need a greater exploration in future research, such as factors affecting the selection of MPLS, individual differences and so on.