Intermediate Chinese Level Of Students From Central Asia Tonal Errors Experimental Analysis

The intermediate students from Central Asia as the research object, the application ofcontrastive analysis method collecting Chinese standard pronunciation and students ofmonosyllabic tone, dual tone pronunciation material, using Praat software for finishing, thebaseband data using Z-score (LZ) methods were normalized after treatment, using fourdegrees of markedness theory, identify students pronunciation of each tone contour, andswap, adjustable length of time domain and acoustic analysis, adopt at the same timeperception and speech combining experimental method to obtain Central Asian studentsacquisition of Chinese tones acoustic errors, and the error analysis theory, Chinese tonetheory further analyze the reasons of error, in order to improve the students from CentralAsia and the acquisition of Chinese tones Chinese tone teaching and provide a theoreticalbasis and teaching countermeasures.The article consists of five sections and a conclusion. The first part, the introduction,mainly elaborated this article selected topic reason, purpose and significance of researchand related domestic and foreign review; the second part, introduced in this experiment thedesign steps, divided as the object of study, speech language materials, sample collectionand the experimental process and method;The third part, analysis of experiment resultscontains identification results and results of the two part of the pronunciation, listeningresults using SPSS13.0variance test draw students from Central Asia tone discriminationerror phenomenon; pronunciation results using the normalization method to produce tonefrequency curve, and then in the standard tone as the reference alignment from the tone,tone and length field aspects of the described Central Asian students tone pronunciationerrors, using four degrees tone-marking method draws students from Central Asia tonetone; the fourth part, in view of the experimental results are described, the characteristicsof Russian Chinese tone, negative transfer, interference of the target language and theteaching environment and other factors, analysis of intermediate Central Asia foreignstudent’s tone of the error analysis; the fifth part, the error result analysis, in view of thecurrent Chinese tone teaching existence question, proposed the corresponding teachingstrategies.The experimental results show:It is highest error rate that is the second tone ofmonosyllabic tone perception,and was significantly higher than the first tone,the third toneand the fouth tone, and the perception error of the three tones was not significant difference.Double tone combination tone identification error rate before the highest tonecombinations for the the third tone+the first tone, the lowest for the the fouth tone+thefouth tone;after the error rate of the highest tone combinations is the third tone+the secondtone and the second tone+the second tone; the lowest is the third tone+the third tone.Phonetics experimental results show: Central Asian students pronunciation word tonepitch, tone and pitch range and standard pronunciation, pronunciation difference;dual tone (before, after) value, adjusting and regulating domain and the standard tone compared,have bigger difference, specific reflect for adjustable narrow, time domain. Students in thepronunciation word tone, tone domain covers the entire four degrees,four tones withstandard pronunciation is similar; but double tone adjustable domain span is relativelynarrow, only between3-4degrees range,and long time than standard audio and short.Comprehensive listening and acoustic experiment, found the second tone that CentralAsian students is in the Chinese tones acquisition process is the most difficult to masterpitch, the third tone is the second level, the first tone and the fouth tone’s difficulty is quite.According to the full text of the intermediate students from Central Asia toneexperimental error analysis, this paper concludes the following suggestions: attention tophonological tone teaching, the word tone and dual tone, listening and pronunciationcombined, prominent dual tone training; pay attention to tone, tone domain in Russian andChinese teaching, enhancing contrast, put forward the corresponding tone teachingmethod.