DEVELOPING AN INSTRUCTIONAL FRAMEWORK FOR ADDRESSING LEARNER PERPLEXITY IN MANDARIN PRONUNCIATION IN MALAYSIAN UNIVERSITY CLASSROOMS
DOI:
https://doi.org/10.35631/IJMOE.831124Keywords:
Language Pedagogy, Learner Perplexity, Malaysian University Learners, Mandarin Pronunciation, Pronunciation Learning Strategies, Second Language AcquisitionAbstract
Mandarin pronunciation can be challenging for Malaysian university learners because its tonal and phonological features differ from those of their first languages. Previous studies have mainly examined pronunciation errors and learning strategies, with less attention given to how learners themselves perceive the difficulties they encounter when learning Mandarin pronunciation. In this study, these perceived difficulties are referred to as learner perplexity. The study examines the factors associated with learner perplexity, identifies the pronunciation learning strategies reported by learners, and uses these findings to propose a pedagogical framework for Mandarin pronunciation instruction. A descriptive survey was conducted with 60 undergraduate students enrolled in Mandarin elective courses at a Malaysian public university. The questionnaire data were analysed using descriptive statistics in SPSS version 29. The findings show that differences between Mandarin tones and learners’ non-tonal first languages were the most strongly reported factor (M = 4.33, SD = 0.93), with 58.3% of the respondents strongly agreeing that this contributed to their pronunciation difficulties. Learners also reported difficulties with unfamiliar Mandarin sounds and limited opportunities to practise the language. For pronunciation learning strategies, 86.7% of the respondents strongly agreed that they did not mind having their pronunciation corrected by the teacher. Repetition after the teacher (68.3%) and reading aloud during self-study (65.0%) were also strongly endorsed. Based on these findings, the Mandarin Pronunciation Support Framework (MPSF) is proposed with three stages: input enhancement, guided practice, and autonomous practice. The framework links learners’ reported pronunciation difficulties with the learning strategies identified in the study and provides a practical basis for supporting Mandarin pronunciation instruction in Malaysian university classrooms.
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