Bulgaria Chinese Learners' Phonetic Acquisition Errors Analysis

The republic of Bulgaria is an old country located in southeasternEurope central Balkan peninsula,known as"the Rose country". Bulgarianbelongs to the south branch of Slavic Indo-European family, and it’s alsothe official language of Bulgaria. Users mainly concentrated in theBalkans, Bulgaria and surrounding areas, including Greece, Romania,Hungary, Moldavia and parts of Ukraine. In recent years, with the depthof bilateral political friendship, cultural and linguistic exchanges betweenthe two countries have become more and more widely, what’s more,Bulgaria Chinese teaching business is also developed vigorously. Thenumber of studying Chinese language from all walks of bulagria sociallife increases year by year, and the number of students who take Chineseas a second language is also increasing.For second language learners, pronunciation stage of the study isindispensable, phonetic master is good or bad, will directly affect thelearners’ ability to effectively use Chinese for communication. So, inteaching Chinese as a foreign language, pronunciation teaching is animportant link, is the language of the foundation for further study.Bulgarian and Chinese in pronunciation,has both similarities, and have fardifferent places.This paper will be emphasize elaborated the difference betweenBulgarian and Chinese phonetics, compared from consonants, vowels,tones and so on, then analyzes their similarities and differences. Becauseof second language learners in acquisition Chinese speech, unconsciouslyby the influence of the native language, producing many kinds of errors.Therefore, how to overcome the influence of the native language aspossible, to grasp a clear and accurate Chinese pronunciation isparticularly important. This paper will be combined with the problemswhich are usually produced in the way of Bulgaria students learningChinese phonetics, makes a concrete analysis, summarizes the experienceof learning Chinese phonetics, and puts forward effective teachingstrategy for the future of Bulgaria pronunciation teaching.This paper is mainly consisted of five chapters. The first chapter presents and discusses the influence of relevanttheory of second language acquisition on foreign Chinese phoneticacquisition research.The second chapter on the comparison and analysis of the Chinesephonetic system and Bulgarian phonetic system.Mainly from threeaspects to statement:1.Bulgarian phonetics overview. Respectively introduces Bulgarianletters, vowels and consonants, no sound letters, syllables and stress, etc.2.Chinese phonetics overview. Respectively introduces the phoneticfeatures of the Chinese vowels and consonants, pinyin and tones. Thispaper introduces pinyin and tones in detail:initials, finals and tones.3.Comparative analysis of bulgarian and chinese phonetic system. Inthe form of form,mainly from three aspects, carries on the comparisonanalysis, this paper summarizes the similarities and differences of two.A.Comparison of the consonants system: First, an overallcomparative analysis, followed by specific phonetic analysis, takingChinese phonetic system as the main body, to compare the same orsimilar sounds in Bulgarian and Chinese one by one. The purpose of theconcrete analysis want to induce the similarities and differences ofconsonants of Bulgarian and Chinese, in order to sum up the difficultiesof the Bulgarian students to learn Chinese consonants.B.Comparison of the vowels system: First, the integrity ofcomparative analysis, followed by contrast analysis, and then summarizedthe similarities and differences of Bulgarian vowels and Chinese vowels.On this basis, the difficulty of learning for vowels, this artical also putsforward the method to solve the one.C.Comparison of the stress of Bulgarian and the tone of Chinese:Bulgaria language vocabulary have stress. The words meaning of manywords depends on the stress. The characteristics of the stress of Bulgariawords is the dynamic stress, that is: Bulgarian in the stressed syllable bythe stress of the larger, flow and exhale with greater tension form. Andthe stress is not fixed, it does not always falls in a fixed syllable. Chineseis a tonal language, and the tones are very important. Its characteristicmainly reflects in the syllable, which is the difference between a role within the syllables of the relative pitch. For Bulgarian learners whosemother language are non-tonal language, to master Chinese tone is the toppriority.The third chapter discriminates Bulgarian students’ phoneticacquisition errors. Mainly includes the problems that Bulgarian studentsoften made in the way of studying Chinese, such as the initial errors, finalerrors and tone errors.The fourth chapter focuses on discussing the reasons for initial errors,final errors, tone errors that are made by Bulgarian Chinese learners. Thispaper analyzed from six aspects, including the negative transfer of mothertongue learners, negative transfer of purpose language knowledge, theerrors caused by Chinese phonetic alphabet scheme, deficiency ofteaching materials and the teacher’s influence, learners’ learningmotivation and learning strategies, and the effect of the learningenvironment, ect.The fifth chapter makes the proposal on Bulgarian students acquireChinese phonetic teaching, and separately from the teaching of initials,finals and tones, to give related teaching positive strategy.