An Experimental Study On The Acquisition Of Chinese Interrogative Intonation By Kenyan Students At Intermediate Level

The theoretical basis of this thesis is mainly based on the "intonation pattern" proposed by Professor Shi Feng.The "pattern" is a framework shared by a language and a system that can be observed.Chinese intonation is superimposed on tones.To learn Chinese intonation well,learners must master Chinese intonation firstly.Only after learning intonation can the learning effect of intonation be better.On this basis,with the intermediate level Kenyan students as the experimental group,and the Mandarin standard Chinese as the reference,the acoustic experiments are used to analyze the data and graphs of the pitch,intensity and length of the Chinese and Kenyan students.In the end,to sum up the commonalities and characteristics of their pronunciation,analyze the reasons for the errors according to the experimental data,propose targeted teaching strategies.The conclusions drawn in this article are as follows: Generally speaking,Kenyan students have a better acquisition of the pitch in the intonation of Chinese interrogative sentences,especially the span of the tonal range.But the grasp of the upper and lower lines of the tonal range,the length and intensity of the tone are not good.The acquisition of the word is relatively poor,especially for the grasp of the last words of the sentence.The last words of the sentence have not been extended or strengthened.This has a great relationship with the non-tonal language of Kenya’s mother tongue.