Tibetan Ann Multiparty Words Accented Mandarin Tone Acquisition

The mandarin tones are difficult for CSL Learners with Non-tone Language Background. This thesis inspected the Chinese tones spoken by Rebkong Ando Tibetan. It includes three parts, the pattern of tones spoken by Ando Tibetan, the stress mode of Ando Tibetan, the comparison of the tone and stress modes. Basing on acoustic experiment studies, the research try to find the acoustics performance and tone errors made by the Ando Tibetan students when learning Mandarin, also trying to find the word stress mode of Ando Tibetan. Furthermore, the thesis contrasts the two modes and find the stress mode obviously influents on Chinese tone learning. Through the comparison, the thesis gives some useful advice to tone teaching.The words involved in this paper include monosyllable, disyllable, trisyllable and quadrisyllable which were read in isolation. The data are from two parts:one is the database of Chinese spoken by Tibetan students, another part is the sounds recorded in the phonetics laboratory. By acoustic experiment, this thesis compare the Chinese tone mode and Tibetan stress mode mainly focusing on Pitch, Duration, Intensity these three acoustic parameters. Whether the stress influent on the tone and the rular pattern is the main purpose of this paper.This paper is divided into five chapters:The first chapter is the introduction, mainly introducing the research dynamic of the Mandarin tone learning as second language. It include the sequence of tone acquisition, error types and the method of tone teaching. The second chapter introduces the resource and processing methods of the data.The third chapter analyzes the characters of Chinese tone spoken by Ando Tibetan. It studies the tone mode and error types, especially analyzes the monosyllable through a qualitative and quantitative method.The fourth chapter researches on the stress mode of Anduo Tibetan.The fifth chapter is the comparison of the tone mode and stress mode. Also it gives some advice on the method of Chinese tone teaching.To Chinese learners among Ando Tibetan, main features of tones include following aspects:(1) The sequence of tone acquisition is falling tone (T4), high and level tone (T1), falling-rising tone (T3) and rising tone (T2), which is not influenced by syllables and in which the acquisition period is not the same.(2) The development of tone mode is prior to the development of tone pitch.(3) As to monosyllable word and polysyllabic word, the continuity of tone acquisition is different.(4) The type of error is varied in accordance with speakers'language level and amount of syllable. Monosyllable word: The error of speakers with middle and high language level is reflected in tone pitch; while the error of speakers with low language level is reflected in tone pattern. Polysyllabic word:The error of speakers with middle and high language level is reflected as pattern dispersion for the same tone; which the error of speakers with low language level is reflected as the unchanged tone pitch for the same tone.(5) There is a certain correspondence among pitch, duration and intensity. To falling-tone disyllable word, the error shown as the short segment is strong.(6) The intensity decreases gradually by increase of amount of syllable, but the tone duration is not influenced by it.Though in dialect of Ando Tibetan the pitch is not distinguished, the prominence in syllable is relatively fixed and is not changed in the flow of speech. We can call this phenomenon as "habitual pitch". In this essay, the stress of dialect of Ando Tibetan is studied, and findings include:(1) The pitch pattern is varied in accordance with different amount of syllable. The pitch of monosyllable word mainly includes two kinds, that is, falling tone and level tone. And the falling tone is common, which is varied by tail vowel. The pitch of disyllable word mainly includes two kinds, that is, mid-level tone plus high-falling tone, in which the prominence is in the second syllable, and high-level tone plus mid-falling tone, in which the prominence is in the first syllable. As to the second, it mainly appears in subject-predicate structure. The pitch of tri-syllabic word is varied in accordance with composite modes. As to one plus two mode, the pitch is high-level, mid-level and low-falling, in which the prominence is in the first syllable. And as to two plus one mode, the pitch is mid-level, high-falling and low-falling, in which the prominence is in the second syllable. The pitch of quadrisyllable (two plus two composite structure) is shown as level+high-falling+mid-level+mid-falling, which is an extension of the pitch of disyllable word, and is not influenced by syntactic structure.(2) In special pitch mode, the pitch, duration and intensity are correspondent. In disyllable verb, the distribution mode of duration and intensity is the same as its pitch's, in which the prominence is in the first syllable. And as to one plus two tri-syllabic word, the prominences of pitch, duration and intensity are all in the first syllable.Through comparison of these two modes, this essay concludes that the stress mode of mother tongue has some influences on tone mode of inter-language, which is reflected by cross mode of tone. It is embodied as:1. There are differences of pitch, duration and intensity between two modes.2. The cross mode is a dynamic process. The higher language level, the lower influence.3. The cross mode is not exactly composition of two languages, which also reflects language universals.With these findings, suggestions to tone teaching are given as followings:1. In the foundational phase, some systematic and specific comparative analysis between mother language and objective language are necessary, which will be benefit to make sure teaching key points and difficult points.2. To improve teaching method of Chinese tone, several measures should be taken, including (1) increasing exercises to distinguish different tones;(2) taking phase-teaching strategy according to tone feature;(3) designing sound-making training of both monosyllable and polysyllable; and (4) paying more emphasis on teaching rising tone and falling-rising tone.