Pronunciation Education in China:Current Practices, Challenges, and Future Directions

Yujuan Guo

doi:10.47297/wspiedWSP2516-250003.20250905

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Pronunciation Education in China:Current Practices, Challenges, and Future Directions

Volume 9, Issue 5

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Pronunciation Education in China:Current Practices, Challenges, and Future Directions
Pronunciation Education in China:Current Practices, Challenges, and Future Directions
GLC, Eurasia University, Shaanxi, China, 710065
Vol. 9, Issue 5, Pages: 16-22(2025)
Published：28 May 2025
DOI：10.47297/wspiedWSP2516-250003.20250905
Accepted：

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Guo Yujuan.Pronunciation Education in China:Current Practices, Challenges, and Future Directions[J].Journal of International Education and Development,2025,09(05):16-22.
DOI：

Guo Yujuan.Pronunciation Education in China:Current Practices, Challenges, and Future Directions[J].Journal of International Education and Development,2025,09(05):16-22. DOI： 10.47297/wspiedWSP2516-250003.20250905.

摘要

Abstract

This paper explores the current practices

challenges

and future directions of English pronunciation education in our country

with a particular focus on teacher training institutions

classroom implementation

and learner autonomy. While pronunciation instruction is recognized as a vital component of communicative competence

it often remains underemphasized in formal curricula and classroom practice. Current approaches in Chinese education tend to prioritize segmental features and rote repetition

with limited integration of suprasegmental aspects such as intonation and rhythm. Challenges include insufficient teacher training

lack of effective teaching materials

limited use of technology

and a persistent bias toward native-like pronunciation models. The paper highlights promising future directions

including a shift toward intelligibility-focused pedagogy

incorporation of digital tools and AI-driven feedback

and the development of student-centered strategies for autonomous learning. Recommendations are provided for policymakers

teacher educators

classroom teachers

and students to promote more balanced

effective

and sustainable pronunciation instruction in the Chinese EFL context.

关键词

Keywords

references

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Chen A. , & Goh C . C . M. ( 2011 ). Teaching pronunciation to Chinese learners of English: A review of recent research. Chinese Journal of Applied Linguistics , 34 ( 1 ), 81 – 98 .

Derwing T. M. , & Munro M . J . ( 2005 ). Second language accent and pronunciation teaching: A research-b ased approach. TESOL Quarterly , 39 ( 3 ), 379 – 397 .

Gilbert J . B . ( 2008 ). Teaching pronunciation using the prosody pyramid. Cambridge University Press .

Jenkins J . ( 2000 ). The phonology of English as an international language . Oxford University Press .

Levis J . M . ( 2007 ). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics , 27 , 184 – 202 .

Li D . ( 2004 ). Pronunciation instruction in China: Past, present, and future . Asian EFL Journal , 6 ( 2 ), 1 – 15 .

Morley J . ( 1991 ). The pronunciation component in teaching English to speakers of other languages . TESOL Quarterly , 25 ( 1 ), 51 – 74 .

Wang H . ( 2010 ). Common Pronunciation Errors Made by Chinese EFL Learners . Asian EFL Journal .

Wang Y. , & Chen N . -S . ( 2018 ). The effectiveness of mobile-assisted pronunciation learning. ReCALL , 30 ( 3 ), 278 – 302 .

Wei R. , & Zhou Y . ( 2015 ). Perceptions of English pronunciation instruction in China . System , 51 , 1 – 13 .

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