Exploring the use of Mandarin pronunciation learning strategies among MFL learners in Malaysia: analysis of gender differences / Ting Hie-Ling and Ooi Sing Ee

Studies on mistakes in Mandarin pronunciation have proof that majority of Mandarin learners encountered problems in learning Mandarin pronunciation. Apart from that, there are limited studies concerning the Mandarin pronunciation learning strategies (MPLS) among non-native learners in Malaysia. Therefore, this study was carried out with the aim to identify the use of learning strategies of non-native Mandarin learners in terms of gender. This study also further examined whether there is any significant difference between the use of MPLS in terms of gender. A group of non-native Mandarin learners, approximately 151 non-native Mandarin learners from Universiti Teknologi MARA, Rembau campus were invited to participate in this study. A 44-item questionnaire, namely “Strategy Inventory for Mandarin Pronunciation Learning” was employed in this study. This strategy inventory was designed based on the taxonomies which were introduced by Oxford (1990) and Peterson (2000). The data collected through the questionnaire were then analyzed using SPSS to achieve the objective of this study. The study revealed that female learners are more likely to use MPLS as compared to male learners while learning Mandarin pronunciation. However, both male and female learners showed similarity in the use of MPLS as the findings demonstrated that both male and female learners tend to use social strategies while learning Mandarin pronunciation while the least used strategies are compensation strategies. T-test analysis employed in this study also portrayed that only cognitive learning strategies displayed a significant difference between male and female learners in Mandarin pronunciation learning. This study would serve as a basis for language educators and curriculum developers in knowing the learning strategies employed by non-native Mandarin learners while learning Mandarin pronunciation. It also suggests language educators and curriculum developers in conducting and planning effective teaching approaches to enhance the performance of Mandarin pronunciation among non-native Mandarin learners.