The Acquisition Research In Tones Of Single Characters Of Ukrainian Chinese Learners

In this paper, we have two Ukraine Chinese learners as the research object, through the tape test and the auditory discrimination tests; we recorded the two learners about the tone acquisition of Chinese characters in the past time, from zero to the process of primary level. There are20characters in the research paper. We analysis the Chinese learners’acquisition of Chinese tones in the target language environment, and puts forward the corresponding teaching suggestions through three different periods. In this paper, besides epilogue, is divided into four chapters.The first chapter is introduction. Mainly expounds the meaning and value of this study and related research review. Research on Chinese learners’learning situation is very helpful to us to improve our teaching methods and promoting Chinese. Throughout the research nowadays, the Russian area, especially the students study in Ukraine is not much. This article hopes to provide a little help to Ukraine students’ Chinese tones acquisition.The second chapter is the compare between Russian and Chinese phonetic system. The differences between Russian and Chinese language is very big, especially in tones. Russian is a non-tonal language, while Chinese is tonal language. This chapter focuses on comparing the two languages in different tones, hope it can find some features for the study of Ukraine according to the student studies the phonetic.The third chapter is for the experiment and data analysis. This article is long-term tracking experiments. The first part of this chapter is explaining the time division, which is divided into three periods. The second part and the third part of this paper are the key parts. The second part recorded the two Chinese learners Chinese tone acquisition case in about half a year. Through the pronunciation experiment, we use Praat software to analysis the audio recordings of duration, frequency and the basic condition of the learners. The conclusion is:the overall progress of tone learning is very slow; the first tone and the fourth tone are easier to learn, the second tone and the third tone are difficult to learn and they are easy to confuse. Besides pronunciation experiment, we also have the auditory discrimination test. Through the voice input, we found that the students can make a correct understanding when heard a pronunciation. The final part of this chapter is the summary of the above experiments.The fourth chapter is the teaching suggestions. I taught Chinese in Poltava Ukraine about nearly a year. During the teaching, I found besides the strength of motivation of students’learning, there are still some objective factors influence learners’learning effect, such as provide different teaching approached for different learning motivations; think Chinese international education should strengthen in the aspect of compiling textbooks; Classroom teaching means should be diversified and targeted in different students from different countries; Test methods should also be varied, and try to understand students’learning situation from all aspects.