Analysis Of Chinese Phonetic Errors Of Malaysian Students In Primary Stage

This paper investigates the pronunciation errors made by Malaysian students of primary stage in their acquisition of Chinese. Based on the theory of error analysis, the paper analyzes Malaysian students phonetic errors from multiple perspectives. Targeted teaching strategies are put forward. This paper is divided into six parts: the first part is about the purpose, significance, method and theoretical basis of the research. Based on the theory of comparative analysis, error analysis theory and inter-language theory, through phonetic experiment and questionnaires, the phonetic errors of Malaysian students in primary stage are studied and the causes of these errors are explored. Some teaching strategies are put forward in order to improve the quality of Chinese phonetic teaching for Malaysian students. The second part is about the related research domestic and overseas. Second language acquisition and error analysis, after years of development, have been increasingly mature, and theoretical basis has been further deepened and widely used in guiding the teaching practice. Error research as an important topic of teaching Chinese as a foreign language have developed rapidly, and a lot of research achievements which are mostly about phonetic errors, vocabulary errors and grammar errors appear. Among those, phonetic error researches are mainly about the learners from Japan, South Korea, the United States, and Thailand. For Malaysian students, there are few researches. The third part is based on the statistical data of the phonetic experiment and describes and analyzes the phonetic errors. The data show that the phonetic errors of Malaysian students appear in initials, finals and tones. In the fourth part, the cause of phonetic errors from language and non-language aspects is discussed. The cause of the second language learners pronunciation errors is various and complicated, this article explores the cause of Chinese pronunciation errors mainly from the negative transfer of mother tongue and target language knowledge overgeneralization, effect of the rules in Chinese phonetic system, transfer of training, and the influence of the learner’s personal factors. The fifth part is about verifying the result of phonetic experiment through statistical analysis of the questionnaires. The questionnaires’results reveal that the pronunciation differences between Chinese and Malay generally cause the difficulty of learning Chinese. The sixth part offers some teaching strategies according to the characteristics of the Malaysian students. The last part summarizes all of the research and puts forward some proposals.