This study investigated affricate pronunciation produced by Chinese-speaking Korean learners in terms of learning contexts(SL vs FL) and learning period(less than 6 months vs. more than 18 months) through experimental phonetic analysis. The study employed 60 Chinese learners among whom 30 students started learning Korean in Korea and the other 30 students in China., and 30 Korean native speakers. The learners in two groups are divided by two groups again in terms of learning period. The affricate sounds are analyzed by voice onset time, closure duration, and pitch. As for results, the study found out that (i) all Chinese learners showed difficulties in accurate pronunciation of affricate sounds (ii) there was no significant difference between beginner learners and expert learners in both KSL and KFL learning contexts, and finally (iii) no significant difference was found between KFL and KSL expert learners. Consequently, this study supported previous studies that claimed no influence of learning contexts on pronunciation development.