An Experimental Analysis For Chinese Diphthong Based On The Myanmar Primary Students

At present,Burmese people are enthusiastic about learning Chinese,and most second language learners aim at communicating fluently in Chinese,so it is very important to learn Chinese pronunciation well.In order to better analyze the pronunciation of Chinese diphthongs of primary school students in Yangon,Myanmar,this paper uses the experimental phonetics software Praat to conduct an experimental study on the pronunciation of Chinese diphthongs of primary school students in TOTAL_BRAINWORKS School in Yangon,Myanmar.The average data of F1 and F2 in the Chinese diphthong V value table of primary school students in this school are obtained respectively,and further compared with F1 and F2 in the standard diphthong V value table of Putonghua,the error situation is obtained,the reasons for the error are analyzed,and the corresponding teaching suggestions are put forward.The conclusion of this experiment is that when the speaker pronounces diphthongs,there are errors in the rhyme belly of diphthongs.Pre-tone diphthong error: The acquisition error of diphthong ai is concentrated on the rhyme belly I,which is mainly manifested in the high and low tongue position and small opening degree of the rhyme belly I,and the acquisition error of diphthong ei is mainly the rhyme head E and the rhyme belly I The tongue position is backward.The acquisition errors of diphthong au are mainly manifested in the rhyme belly u,which is mainly manifested in the front tongue position of rhyme head a and the high tongue position of rhyme belly u.The acquisition errors of diphthong "ou" are mainly manifested in the lower tongue position of rhyme "o" and the lower tongue position of rhyme "u".The second is the error of back diphthong: the acquisition error of diphthong ia is mainly manifested in the low and low tongue position of rhyme head I and the high and front tongue position of rhyme abdomen A..The acquisition errors of diphthong ie are mainly manifested in the lower tongue position of rhyme head I and the lower tongue position of rhyme abdomen E,and the acquisition errors of diphthong ua are mainly manifested in the high tongue position of rhyme abdomen a.The acquisition errors of diphthong uo are mainly manifested in the high tongue position of rhyme belly o.The acquisition errors of diphthong ye are mainly manifested in the lower tongue position of rhyme y and the higher tongue position of rhyme belly e.Therefore,we should pay more attention to rhyme belly in teaching.There are five main causes of errors: the difficulty of pronunciation of Chinese diphthongs,the negative transfer of mother tongue and second language,learners' own factors,errors caused by textbook compilation and teachers' teaching.In view of the pronunciation errors,the corresponding solutions are put forward.Teachers should use Praat software properly in teaching,and teach according to the pronunciation and tongue position characteristics of compound vowels.Teaching methods should be targeted and diversified,and innovative spirit should be carried out in teaching contents and teaching methods.Innovation.The compilation of teaching materials should be targeted,and the similarities and differences of Chinese,Burmese and English pronunciation should be compared by means of comparative analysis,so as to promote positive transfer and reduce negative transfer.