Conclusion:Student Feedback

At the end of the semester we conducted a survey in an attempt to understand how students responded to the new approaches to perceiving tones，understanding their function，and acquiring proficiency.We found that students’responses to the new approaches and theemphasis on consolidating tone pronunciation skills were overwhelmingly positive.This endorsement is evidence of a confidence gained through the implementation of the innovative approaches presented in this paper within an otherwise unchanged Chinese 1 semester 1 curriculum.We believe our methods，though still in their infancy，show promise of addressing one of the chronic problems in the teaching of Mandarin.Reflecting on the journey that non-tonal language background students have taken in acquiring Mandarin tones，we believe that we have engaged students’potential and have maximized learning outcomes.We have successfully translated positive listening practice theory into students’practical engagement with the tones，laying a solid foundation for“getting it right the first time”.Instead of starting from what we need to teach，we have focused upon what students can potentially learn，which has been a profound shift of perspective in our teaching philosophy.The provision of time and space for students’active experimentation and self-learning has tremendously enhanced the interaction between students and teachers.Thus，we have gained further insight into how our students can learn one of the most fundamental and challenging elements of the Chinese language.