The Early And The Intermediate Stages Of Thailand Students’ Acquisition Of Error Analysis On Chinese Tones

In recent years, experimental phonetics have a rapid development through the generations of scholars.Compared with traditional phonetics, phonology provides more precise data analysis for the phonetics study, and also extends the research level. This paper is devoted to the study of the early and the intermediate stages of Thailand students’acquisition of Chinese tones error. The paper adopt the theory of the experimental phonetics, contrastive analysis, error analysis to the identification analysis of the single, double syllable words and the pronunciation analysis of the double syllable words of the early and the intermediate stage of Thailand students’in Guangxi University. In the first chapter I mainly introduce the reason, research content, research object, research methods, research significance, research summary of teaching Chinese as a foreign language to the Thailand students, the role of the tone teaching in teaching Chinese as a foreign language and the role of experimental phonetics in an analysis of the tone. In the second chapter I mainly select some single, double syllable words in the vocabulary of HSK and organize the listening test respectively for the early and the intermediate Thailand students. After that, I found that monosyllabic word errors are less than two syllables for the elementary and the intermediate level students. And even though intermediate level students’speech level is higher than the primary stage, they also have some errors in the sound and tone. In addition, the errors’rate of the sound and tone is higher than the state and generally fall. Softly is a difficult point to the early and the intermediate stage of Thailand students. In the third chapter, I first introduce some concepts of tone, and then select40sets of double syllable words in20tone combinations from the listening material. After that, I make an accurate analysis respectively to the early and the intermediate level students’ pronunciation by the software of the voice analysis. I discover that Thailand students’pitch ranges are all narrow and the pronunciations are all not stable in comparison with Chinese students. In the fourth chapter, firstly, I summarized several reasons of the errors by the analytic results of the third chapter. Secondly, I described explicitly the acquisition of the tone respectively for the early and the intermediate level Thailand students with my teaching experience.