An Analysis Of The Regular Phonetic Errors Made By The Pakistanis In Learning Chinese And Coping Strategy

This paper makes a detailed analysis of Phonetic Errors made by Pakistani students in learning Chinese pronunciation. From the Chinese consonants, vowels, tone point of view, analysis of the corresponding Urdu among the students learning Chinese Pronunciation is the role of positive transfer or negative transfer consonants, vowels, Urdu sound symbolism.Pakistani students learning Chinese consonants, the main problem roots in plosives and affricates. Chinese are all voiceless plosives and affricates, But the voiceless, voiced not the main distinguishing feature, aspirated and unaspirated is the main distinguishing features. The main difference between Urdu consonants characterized by clear, turbid, aspirated and unaspirated not the main distinguishing features, so they will all Chinese made plosives aspirated into the unaspirated sound, the p, t, k read as b, d, g. Chinese affricate c, ch, q, fricative x, h is difficult, there is no corresponding consonants in Urdu.Vowel errors arising primarily from these reasons: Hanyu Pinyin finals iou, uei, uen andüon the omission of two dots spelling principles, the principle of i part-time, and there is no clearly marked allophone.About tones, the paper studies errors generated from when the Pakistani students to read Chinese four tones, did not do research on untoned and modified tone. Research shows that students learn four tones of Pakistan from hard to easy order: 1st tone, 3rd tone, 2nd tone, 4th tone. The 2nd tone is the tone they are most comfortable. The 4th tone is comparatively easy most likely because of Urdu have short vowels, short vowels sounds like 4th tone.