Analysis On Primary Stage Vietnamese Students' Chinese Tone Error And Suggestions For Teaching Methodology

As a Vietnamese Chinese learners, after six years of Chinese learning and training process, self-working experience which exists in the Vietnamese students, especially Chinese tones in the initial stage of students. The original this to the primary stage Vietnamese students as the research object, this paper they the actual situation of Chinese tone learning collect and analysis in detail its errors rules and characteristics. This article from the static and language shed this two respects inspect Vietnamese students' Chinese book errors and pronunciation errors tone. To listen to the sound, transcription for examination way, the author analyzed and concluded and evaluate students' main rule book errors and degree. Through the recording sampling and analysis, the author book to Vietnam students Chinese tones are examined and pronunciation ability from tone contours and adjustable type, analyze and summarize both laws and features, meanwhile high-rate find errors key points and difficulties. The results showed that book and pronunciation book capability is not strong will affect students learning Chinese tone effect, is causing a reason pronunciation errors tone. Another reason is that comes from Vietnam student's mother tongue-Vietnamese interference. Vietnamese students in learning Chinese tone process, native tone pronunciation habits unconsciously negative transfer to objective system, musical tone caused students learn fast and read no phenomenon. The author also difficult, from Chinese itself of the teaching, the teaching method of learning for the three aspects of Chinese influence Vietnamese students learning other factors tone. Finally, put forward effective laws and features the correct method and targeted Chinese tone teaching countermeasures.