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Chinese as a Foreign Language (CFL) Teachers' Pedagogical Content Knowledge in Teaching Chinese Pronunciation

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Title: Chinese as a Foreign Language (CFL) Teachers' Pedagogical Content Knowledge in Teaching Chinese Pronunciation
Language: English
Authors: Linghong Li (ORCID 0000-0001-9605-7834), Martin Valcke, Linda Badan, Christoph Anderl
Source: Language Teaching Research. 2025 29(6):2316-2347.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Chinese, Pedagogical Content Knowledge, Language Teachers, Second Language Instruction, Second Language Learning, Teaching Methods, Pronunciation Instruction, Error Patterns, Intonation, Instructional Materials, Knowledge Base for Teaching, Teacher Attitudes, Tone Languages, Time Management, Curriculum, College Students, College Faculty, Foreign Countries
Geographic Terms: Belgium
DOI: 10.1177/13621688221117605
ISSN: 1362-1688
1477-0954
Abstract: Three kinds of knowledge that effective teachers should master have been proposed: content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK). Most PCK studies have been conducted in the mathematics or science domain. In recent years, a growing number of studies related to foreign language teachers' PCK have appeared. However, there is a paucity of studies that explore teachers' PCK in the field of Chinese as a foreign language (CFL). In this study, we present a conceptualization of Chinese as foreign teachers' PCK when they teach Chinese pronunciation. The research design builds on semi-structured interviews involving 20 CFL teachers (n = 20), focusing on five PCK domains: (1) teachers' knowledge of Chinese pronunciation subject content (initials, finals, tones, intonation, and stress), (2) their curriculum knowledge, (3) their knowledge of students' mistakes and difficulties, (4) their knowledge of Chinese pronunciation-specific instructional strategies, and (5) their knowledge of instructional media. The results show that CFL teachers reflect a strong mastery of PCK concerning teaching tones, followed by initials and finals. Teachers' PCK regarding teaching intonation and stress were much weaker in all five PCK components. Their PCK of teaching intermediate-level and advanced-level students was also limited by curriculum and time arrangement restrictions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477961
Database: ERIC
FullText Text:
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  Data: Chinese as a Foreign Language (CFL) Teachers' Pedagogical Content Knowledge in Teaching Chinese Pronunciation
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Linghong+Li%22">Linghong Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9605-7834">0000-0001-9605-7834</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martin+Valcke%22">Martin Valcke</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+Badan%22">Linda Badan</searchLink><br /><searchLink fieldCode="AR" term="%22Christoph+Anderl%22">Christoph Anderl</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(6):2316-2347.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 32
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation+Instruction%22">Pronunciation Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Intonation%22">Intonation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Tone+Languages%22">Tone Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
– Name: DOI
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  Data: 10.1177/13621688221117605
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: Three kinds of knowledge that effective teachers should master have been proposed: content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK). Most PCK studies have been conducted in the mathematics or science domain. In recent years, a growing number of studies related to foreign language teachers' PCK have appeared. However, there is a paucity of studies that explore teachers' PCK in the field of Chinese as a foreign language (CFL). In this study, we present a conceptualization of Chinese as foreign teachers' PCK when they teach Chinese pronunciation. The research design builds on semi-structured interviews involving 20 CFL teachers (n = 20), focusing on five PCK domains: (1) teachers' knowledge of Chinese pronunciation subject content (initials, finals, tones, intonation, and stress), (2) their curriculum knowledge, (3) their knowledge of students' mistakes and difficulties, (4) their knowledge of Chinese pronunciation-specific instructional strategies, and (5) their knowledge of instructional media. The results show that CFL teachers reflect a strong mastery of PCK concerning teaching tones, followed by initials and finals. Teachers' PCK regarding teaching intonation and stress were much weaker in all five PCK components. Their PCK of teaching intermediate-level and advanced-level students was also limited by curriculum and time arrangement restrictions.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1477961
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        Value: 10.1177/13621688221117605
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      – Text: English
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    Subjects:
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Pronunciation Instruction
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      – SubjectFull: Intonation
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      – TitleFull: Chinese as a Foreign Language (CFL) Teachers' Pedagogical Content Knowledge in Teaching Chinese Pronunciation
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