| Phonetic teaching pays an important role in the process of teaching Chinese as foreignlanguage, and the basis of phonetic teaching is the teaching of words. In this thesis, on thebackground of the Chinese teaching in Mexico, based on these theories of LanguageComparative Analysis, Error Analysis and Interlingua, it aims to make a study about thesituation of Chinese phonetic learning in terms of Mexican students who are learning Chinesein an elementary level. The teaching practice and some surveys on Chinese phonetics are abig help for achieving this thesis. In the process of analyzing, it uses a variety of researchmethods, such as Surveys, Qualitative and Quantitative Analysis, Data Statistics, etc. Theanalysis includes three aspects, namely, initials, finals and tones. The error analysis of initialsconcentrates on Bilabials b and p, Blade-alveolar d and t, Velar g and k, Frontal j, q and x,Blade-palatal zh, ch, sh and r, Supradental z and c. On the aspect of finals, the phonetic erroranalysis of single finals focuses on Dorsal Vowel e and ü, Apical Vowel-i[] and-i[]; theanalysis of compound finals focuses on ui、iu、ou、uo、uai; the analysis of nasal finals focuseson un、ün、uan; and the analysis also involves several pairs of corresponding front and backnasal finals. In addition, the exploration also touches upon the Retroflex Final. In terms oftones, it explores the phonetic error of single word and continuous tones. What’s more, it alsomakes the detailed analysis about the reasons for those errors which include interlingual errorand intralingual error. Interlingual errors is mainly affected by the negative transfer of mothertongue of students and English. As for Intralingual errors, affected by the similarpronunciation or phonetic rules, some confusions happen in the initials, vowels and tones. Italso puts forward some strategies and methods correspondingly, like interpretation method,graphic method, gestures, multimedia dynamic demonstration method, practice method, etc. |
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