Russian Students' Acquisition Of Chinese Experimental Analysis And Teaching Strategies Double Word Tone

China and Russia has a long-term relationship of good-neighborliness andfriendliness. The strategic cooperation between the two countries developscontinuously and it promotes the bilateral economic exchanges and cooperation.Meanwhile, more and more Russian people learn Chinese. Chinese is tone language,and distinguishes largely from their native non-tonal Russian. So, they feel hard at thevarious changes of Chinese tones during the study process. Therefore, this paperattempts to apply the experimental phonetics method, taking those Russian studentswhose Chinese level achieve intermediate or advanced as objects of study andextracts four students’ pronunciation samples for experimental analysis. Theapplication of voice software, Mini-Speech-Lab (pro) which belongs to Nan KaiUniversity Table Speech Studio, aims to describe the tone patterns of Chinesedouble-word-group. On the basis of the previous research results, this paper combinesthe theory of SLA to analyze the reasons why errors occur, and raises specificteaching strategies for the errors.There are six parts in the thesis: The first part is an introduction, which mainlyintroduces the reasons of present research, the significance of topics and relatedstudies. The second part is Literature Review. In the third part are the presentation ofthe research objects, methods and the experimental design and processes. The fourthpart is the experimental analysis of Russian students’ double word tone, and then weanalyzed the tonal shape of sixteen kinds of two-syllable word combination patterns,and studied the situations of tone errors. In the fifth part, we made somecorresponding teaching strategies on the basis of analyzing the reasons of the errors.The sixth part is a conclusion, including the ultimate conclusion, the maininnovations and shortages of the thesis.The main results of this thesis are as follows: When learning disyllabic tones,Russian students with intermediate level Chinese have some difficulties in masteringthe dynamic tones compounding. When they pronounce the double word tone, thefirst tone curve presented to be horizontal, the tone range is some bit narrow; they also confused in the second and the third tone. When compounding with other tones,errors existed in the second tone, this is similar to the third tone in Mandarin, but therange is narrower which shows that Russian students still have some difficulties inmastering the especial feature of the second tone. Therefore, in the pronunciation ofdouble word tone, Russian students are easy to confuse the first, the second and thethird tone. When the third tone is behind the double world tone, it fits the feature ofMandarin the most; when it shifts the front of the double word tone, its first wordbecomes the curve tone. Students were short of the consciousness of the change oftone, and also didn’t deal with the tone value of the original tone well; the startingand finishing tone value was some bit higher. The pronunciation of the fourth tone indouble word tone is pretty good, it fits the fundamental frequency curve either it is inthe behind or in the front of the double word compound. Referring to the tone range,some of the fourth tone is higher, and the tone value is narrower. This shows thatRussian Student is still not good at the dynamic tones compounding.