印尼的華語語音課程屈指可數，何況正音課程。然而，前者的目標是鞏固學生對其的理論知識，較少帶領他們體驗規範發音，使他們因常在實踐時犯錯而受挫，故他們依然認為華語語音非常難學。課時有限、內容繁多、人數龐大也影響了教師糾正所有複雜的偏誤。科技固然融入了其中，但其特色只是迅速打分、評論與使教學不受空間的限制，可是就教學法而言，它們依然遵循一個原則，即「模仿」。
本研究為印尼展開第一門1個月的華語正音課程，每天練習90分鐘，將由有聲語言表達工作者和語言學與應用語言學專家共同創造且目前只應用於中國戲曲與影視藝術的發聲訓練體系——「口部操」——引進華文教育裡，並以此為教學內容。研究對象是1位華語能力為CEFR B1級（中級）、在印尼棉蘭亞洲國際友好學院主修華文系且因為想參加「漢語橋」世界大學生中文比賽而願意改善語音面貌的印尼籍女大學生。
本研究先分析文獻來瞭解印尼的華文教育、華語與印尼語的語音系統及其差異和目前的華語語音和正音教學法，再通過訪談在職的亞洲國際友好學院「現代漢語（語音）」的中國教師來佐證和更新資訊，然後用Praat語音學軟體進行語音前測，並請3位評論者審聽，從而分析語音面貌，最後進行對比分析（參考年齡相仿、學習播音與主持藝術且已獲中國《國家普通話水平測試證書》「一級乙等」母語者的聲學表現）和偏誤分析來挖掘研究對象形成的語音偏誤：（1）舌面輔音（[tɕ]【j】和[ɕ]【x】）尖化；（2）舌尖後輔音（[tʂ]【zh】、[tʂʰ]【ch】和[ʂ]【sh】）被混淆為舌尖前輔音（[ts]【z】、[tsʰ]【c】和[s]【s】）；（3）後鼻音韻尾（[ŋ]【ng】）發得不清楚；（4）三合複元音韻母的韻腹被遺漏。母語負遷移、舌頭與口形的調節不良和漢語拼音的理解程度較低是主要因素。
經過密集的訓練，「刮舌」、「舔上顎」、「舌根打響」和「吐字歸音」分別都糾正了上述偏誤：「刮舌」和「舌根打響」使舌體往後縮（F2的頻率低）且舌尖抵住下齒齦（F3的頻率高）；「舔上顎」使舌體往後縮（F2的頻率低）且舌尖抬起來（F3的頻率低）；「吐字歸音」使韻腹（主要元音）出現且明顯。另外，Praat還顯示研究對象在後測所形成的語音面貌都接近於或跟母語者的一致了。研究結果證明「口部操」能使發音人有意識地激活並掌控發音器官、刺激語言動作系統，以及自己發現並糾正語音偏誤。未來的研究者可以將此為研究基礎，並且從學習者及其學習歷程、教師的語音面貌、科技為補助工具或比較經過「口部操」與否的考生參加官方語音測試的成績來驗證此教學活動的效果等來完善本研究；未來的教師也可以就不同等級展開適性的「口部操」訓練。

Chinese pronunciation courses are rare in Indonesia, let alone their correction. Besides, their objective is less likely to lead students practise the standardised pronunciation, rather to only consolidate learners' theoretical knowledge. This may cause students feel frustrated when they frequently commit mistakes during the execution, therefore, Chinese pronunciation remains to be considered difficult to learn. Limited time, varied contents, and populous classroom also restrain teachers from rectifying all complex errors. The immersion of technology has facilitated instant grading and removed space constraint, nevertheless, imitation is still the teaching technique.
This study conducts the first one-month Chinese pronunciation course in Indonesia specialising in correcting students' phonetic errors, with the duration of 90 minutes for each class conducted every day and the oral exercises created by experts in vocal speech and applied linguistics which has only been taught in Chinese drama and film studies introduced into Chinese education as the learning content. A case study on one Indonesian female university student with her Chinese level at CEFR B1 (Intermediate) majoring in Chinese language at Sekolah Tinggi Bahasa Asing Persahabatan Internasional Asia (STBA-PIA) (Medan, Indonesia) is conducted, as she plans to join "Chinese Bridge" (Chinese Proficiency Competition for Foreign College Students), therefore, is willing to improve her pronunciation.
Document analysis and semi-structured interview with one in-service lecturer of Contemporary Chinese (Phonetics) at STBA-PIA from mainland China are utilised to understand the Chinese education in Indonesia, Chinese and Indonesian phonetic systems, including their differences, and the current teaching methods in Chinese pronunciation. Phonetic tests and an evaluation on 3 reviewers' comments are organised to understand the participant's pronunciation features. Comparative analyses on those of the participant and one native speaker of similar age studying broadcasting and anchoring and having obtained Certificate of Putonghua Proficiency Level 1-B and error analyses are also conducted to find the participant’s phonetic errors: (1) the apicalisation of the dorsal consonant ([tɕ] "j" and [ɕ] "x"); (2) retroflex consonants ([tʂ] "zh", [tʂʰ] "ch" and [ʂ] "sh") are mistaken as the dental ones; (3) post-nasal consonant ([ŋ] "ng") is indistinct and; (4) vowel nucleus of triphthongs is unpronounced. Negative transfer from mother tongue, defects in adjusting tongue positions and mouth shapes and low understanding of Chinese Pinyin are the determining factors.
Upon an intensive training, "tongue scraping", "palate licking", "tongue root snapping" and "enunciation practices" have eliminated the errors: "tongue scraping" and "tongue root snapping" contract the body of tongue (low frequency of F2) and press the tip of tongue against the lower gum (high frequency of F3); "palate licking" also moves the body of tongue backward (low frequency of F2) and raise the tip of tongue (low frequency of F3); "enunciation practices" make the vowel nucleus present and clear. Praat also showed that the participant's pronunciation features in the post test are close to or the same with those of the native speaker. The results demonstrate that the oral exercises enable speakers to consciously activate and control their vocal organs, stimulate the speech motor system and detect, moreover, correct their phonetic errors by themselves. Future researchers may base on this research and refine it through analysing other aspects, such as students' profile and Chinese learning history, teachers' pronunciation, technologies as supplementary tools or comparing the scores of test takers who have and have not oral exercises. Future teachers may also develop adaptive oral exercises for students of different levels.

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