Perceptions of Kindergarten EFL Teachers towards Teaching Pronunciation to Chinese Learners

Abstract

The involvement of China with global organizations and institutions has raised the significance of English as a subject in Chinese schools. Although kindergarten English education plays a key role in the development of children’s language learning, there is limited research on English teaching in kindergartens in China, particularly in the essential skill of pronunciation. In this article, we approach this gap in knowledge by examining the perceptions of Chinese EFL teachers towards teaching pronunciation in kindergartens. The research involved a mixed-methods research design with a sequential explanatory design which collected data through a survey of 108 participants that was followed by in-depth individual interviews with five participants. The findings from the analysis of descriptive statistics and thematic analysis indicated that while Chinese EFL teachers in kindergartens perceive the teaching of English pronunciation as important, the teachers face many challenges in the teaching process and require more purposeful training. It is hoped that the findings can provide some insights to stakeholders in kindergarten English education in China and EFL contexts that face similar challenges.