Pronunciation Errors Of Mongolian Students Chinese Language Acquisition And Teaching Countermeasures

Mongolian belongs to the Altai language family of Mongolia language group, themain distribution regions distribution of this language are Mongolia province of China,the Greater Mongolia and some districts of Russia commonwealth. Mongolian belongsto Adhesion language. Both Chinese and Mongolian have a variety of dialects, thisthesis studies the Mandarin Chinese and Chahar Mongolian, which are the officiallanguages of the two countries. In recent years, with the high speed developmentsbetween the two countries in political, economic and cultural exchanges, more and moreMongolian students choose to study in China, which can not only promote the furthercontacts, but also good to the two countries learn from each other. Thus, the author got apronunciation test for17Mongolian students on the basis of the comparison of the twolanguages, and then I got some errors. I analyzed the reasons of these errors and finallyput forward some teaching strategies for reference.Through the comparison of the two languages’ pronunciations, we know thatpeople analyze Chinese speech sounds by using the method of analyzing the initials,finals and tones combines the method of phonemes analysis, while people use thephonemes analysis way to study Mongolian. Chinese contains21initials,39finals whileMongolian is consists of20consonants and23vowels.Most of the consonants inChinese and Mongolian are similar, but most of the vowels are not corresponding.Mongolian vowels contains two-letters vowels, while Chinese vowels containstwo-letters vowels and three-letters vowels. The vowels of retroflex sound and the tip ofthe tongue are existed in Chinese, while the Mongolian contains long vowels and shortvowels. Mongolian consonants contain vibrato, which is not existed in Chinese.According to the comparison of the two languages, we predicted some errors andmade a pronunciation test for the18Mongolian students. After that we recorded that.The test questionnaire for this18Mongolia students contains three big parts. The first big part has two small parts, which mainly aims at testing the initials and tones. Theyare all single words. The first small part is a survey of the same consonantpronunciations in two languages, the second small part is a survey of the differentpronunciation consonants in two languages. The second big part mainly tests theChinese vowels pronunciation and tones, and they are all single syllable words, too. Thethird big part mainly tests the tones of Chinese two-syllable words.The author got some results below by listening the records myself and get helpfrom Chinese teacher and Chinese postgraduates:Mongolia students’ main errors in learning Chinese initials are:(1) They pronounce Chinese "zh","ch","sh" into "z","c","s".(2) They pronounce Chinese r [(?)] into l [l].(3) They pronounce Chinese f [f] into Chinese p [p ’].(4)They pronounce Chinese g [k], k [k ’] into [g],[g ’].Mongolia students ’ main errors in learning Chinese are:(1) They pronounce the single vowels e [(?)] into [(?)].(2)They do not know the difference between "n" and "ng".(3) They pronounce "ü" into "u" or "iu".(4) They pronounce "o[o]" into "e [(?)]".(5) Their strength of pronouncing Chinese vowel er[(?)] is not enough.Mongolia students ’ main errors in learning Chinese tone are:(1)The "Yin tone" does not reach the designated position, sometimes theypronounce it into low "Yang tone".(2)Most of the Mongolian students’"Yang tone" is not high enough when theybegin pronounce it.(3)It is a little difficult for the Mongolian students to learn the "Rising tone", theycan not reach the lowest place, sometimes they pronounce it into "Yang tone".(4)They pronounce "Falling tone" easily, but they pronounce it shorter. According to these errors, we analyzed the causes of the errors, namely thenegative transfer of mother tongue, and other foreign languages’ effects, and theteachers and the reference books do not show students the exact meanings. According tothese errors, we also put forward some corresponding teaching strategies, hoping what Idid can provide some help for the development of the Teaching Chinese as a SecondLanguage.