Analysis On Chinese Tones Aequisition Errors Among Kazakhstan Students Of Intermediate Stage

With experimental phonetics, comparative analysis and error analysis theory, this article aims to research the problem of tone learning for Kazakhstan students by studying the samples of some Kazakhstan students who have learned Mandarin in China for two years and have reached the intermediate level. Moreover based on the results of the research, some advice of teaching strategies and methods will be put forward as a conclusion.It is difficult to identify the problem accurately just by listening and distinguishing their pronunciation. As a result, the method of sampling investigation will be used in this article by taking five pronunciation samples from Kazakhstan students. First the voice analysis software called mini speech lab from Nankai university will be used in the research to analyze the frequency and length of Kazakhstan students’ pronunciation of fundamental vocabulary. Compared with traditional phonetics, experimental phonetics provides reliable data and tables for language study. Next, using Beijing dialect as the standard, the samples will be compared with it in order to find the exact errors of their pronunciation and the real reasons causing the tone problem.There are six parts in the thesis: the first part is introduction, which mainly introduces the reasons of present research, the significance of topics and related studies, research objects, methods and processes. The second part is the experimental analysis of Kazakhstan students about error tone. Firstly, we made a test list based on The HSK Class A Words and The HSK Class B Words, then tape the sample into the Mini Speech Lab from Nankai university; Fundamental frequency are transformed into T value data. The third part is analysis of Kazakhstan students’ single word tone. We analyze the tonal shape and confirm the pitch value and study the situations of tone errors by comparing with tone-pattern and tone-value of Beijing language. The fourth part and the fifth part makes corresponding teaching strategies on the basis of analyzing the reasons of the errors. The six part is the conclusion, including the ultimate conclusion, the principal innovations and shortages of the thesis.