Abstract
The objective of this paper is to assess the feasibility of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in recognizing the differences of 4 tones at syllable level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the web based instruction and the control group adopts the traditional approach as the mode of learning. This research is targetted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. Research findings reveal interesting results whereby the performance of the control group is statistically better than the experimental group in recognizing differences of 4 tones at syllable level. This paper also discusses some limitations that were discovered in the existing version of teaching tool developed and proposes some recommendations for future research.
Highlights
Hanyu Pinyin (Romanised Mandarin) is used in the teaching and learning of Mandarin as a third language in UiTM (University of Technology of MARA)
The results shows Levene's Test for equality of variance F0.95,52 = 6.355, P>0.05, we assume the variances are not equal .With refer to t-test for equality of means, the null hypothesis that there is no significant difference between the means of recognizing differences of 4 tones at syllable level between experimental group and control group is rejected since p-value=0.022
The means score of control groups is higher than the experimental group indicated that the performance of control group is better than the experimental group. 4 tones in Mandarin are 4 different tonal pitches in pronunciation
Summary
Hanyu Pinyin (Romanised Mandarin) is used in the teaching and learning of Mandarin as a third language in UiTM (University of Technology of MARA). The first 2 to 4 hours of lecture are allocated to the teaching of the sound system in Hanyu Pinyin. The time allocated is definitely insufficient for learners, many of whom are exposed to Mandarin for the first time, to satisfactorily comprehend the intricacies of its sound system. In order to achieve better learning efficiency, there is a strong need for lecturer to spend extra hours with the learners onr additional practice and consultations. It is necessary to devise some self-learning materials for learners to enable them to control and monitor their learning process in the absence of facilitator. In order to create an environment conducive for self-learning Hanyu Pinyin, a web-based instruction is suggested to be incorporated into the curriculum
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