Investigation And Research On Romanian Learners’ Chinese Phonetic Learning Status From The Perspective Of Multilingual Backgrounds

With the vigorous development of Chinese learning in the world,there are more and more Chinese learners.Romania,is a large country in Eastern Europe.Before learning Chinese,except their mother tongue Romanian,Romanian Chinese learners have learned English,and also some other foreign languages,such as German and French.Therefore,Chinese learning should be the Third Language Acquisition rather than the Second Language Acquisition.The theories of Third Language Acquisition indicate that the previous learning experience and metacognitive ability of other foreign languages will have a Crosslinguistic Influence on the learning of the target language.Voice is the material shell of language.So the first Crosslinguistic Influence should be reflected in its phonetic learning.What kind of language learning experiences do Romanian Chinese learners have? How about its Chinese pronunciation learning situation? Is it learning habits or situation related to its other languages learning experiences?Based on the actual situation,this paper conducts a comprehensive investigation and research on the language background and pronunciation learning of Romanian learners.The main findings of this research are as follows:1.The results of the language background survey shows:The language learning experience of Romanian Chinese learners is complex and rich.Not only the number of languages they learned is rich,the age of learner are diverse,and the types of language learning involved are also relatively wide.2.The results of Chinese phonetics learning shows:For Romanian Chinese learners,the learning of Chinese consonants and vowels is not so difficult,especially the phonemes which are in the form of letters common to Pinyin and Romanian with the same pronunciation.And due to the positive migration of other second languages,it is also not difficult to learn the phonemes which share the same letter form and pronunciation in the second language.But Chinese Tones are difficult for Romanian Chinese learners.Learners can try to use the intonation of sentence of Romanian language and other languages to make a Transfer learning.3.The results of the Hearing Discrimination Experiment of Finals show that:For Romanian learners,their second-language English does have an interlingual impact on their trilingual Chinese phonetics learning,and most of them are positive transfers.The main performance is: when learning Chinese Finals which are common in English(or share the similar pronunciations with the words in English),although it does not exist in Romanian,it is not difficult to learn.When Chinese teachers listen to their pronunciation,their pronunciation accuracy is high and the problems are less.4.Based on the multilingual background of Romanian Chinese learners and the actual situation of phonetic learning,the enlightenment of this papers are as follows:The positive transfer of native Romanian language can be fully utilized,and at the same time,to avoid negative transfer due to differences in spelling habits;Clarify the Chinese phonetic rules,and Avoid over-generalization the rules;Use learners’ previous experience or knowledge of second language learning to assist Chinese phonetic learning,and induce it produces a positive transfer of interlingual influence.