Analysis And Research Of Ghana Students Tone Errors

Chinese tone in foreign students’ learning Chinese has been difficult and the focusfor a long time. At present intonation errors and acquisition in learning Chinese as asecond language have been studied widely and deeply, but the students languagebackground in existing research is still relatively limited. Study of Afican studentsstudying Chinese tones is very rare. In recent years, more and more African students beginto learn Chinese. The language background of African is complicated and many Africanmother lauguage is tonal. Therefore, these languages will influence the acquisition inlearning Chinese tones.In this study, we selecte one African country–Ghana. We choose10Ghanianstudents whose10native language is Twi, and the official language is English. Wecollected their reading material of one-tone-word and double-tones-word. The theroy ofthe study is based interlanguage theory, errors analyze theory and experimental phoneticstheory. The study method includes: experimental analyzation, listening test andquestionnaires. We description and analysis of the Ghana foreign students theone-tone-word reconcile the double-tones-word tune pronunciation bias discussed inlistening and pronunciation errors related, errors in pronunciation reasons, particularly ofTwi as a tone language of Ghana Students Chinese Tone bias impact, and on this basis theteaching countermeasures. By the Ghana Students Chinese Tone bias in the study andanalysis of the situation, you can tone rich Chinese as a second language acquisitionresearch, and guided by the tone of Ghana students teaching correct the Ghanainternational students tones bias to provide a reference.Besides the introduction and conclusion, the paper consists of four parts:The first part–analysis pronouciation errors in one-tone-word, double word ofGhana students. First, the statistical results of the Chinese pronunciation materials forinternational students in listening, word summed up the Ghana international studentsadjust tone combination of double word, double word tune after word pronunciation biasand bias type; Secondly, the use of speech analysis acoustic analysis softwareMinispeech-lab pronunciation material, draw Ghana Students tone pattern, and contrasttone pattern diagram with the Beijing dialect, analysis Ghana international studentsmonosyllabic tone, double word tone pitch range, tone type bias law; Finally, thesingle-word reconcile the dual tones of bias were analyzed to identify the changes ofGhana students in the acquisition of vocabulary acquisition and double-word errors.Part II-analysis listening errors in one-tone-word, double word of Ghana students.First, Ghana students listen to the identified test the results, summed up the Ghanainternational students monosyllabic tone combination of double word tune before the tunein the double word, after word listen discernible bias rate and bias type; Secondly, inlistening partial misuse and Pronunciation bias conclusions contrast, correlation discusstwo bias. Part III-analysis the reasons of errors of Ghanian students. First, the analysis of thelaws of the Twi tone, intonation and English intonation, combined with errors inpronunciation of Ghana students summarize Twi and English their pronunciation ofChinese tones; Second, analysis of the characteristics of the target language pronunciationbias impact; Finally, the combination of a questionnaire and existing research Ghanaianstudents, from students, teachers and textbooks for bias generated.Part IV–suggestions in Teaching Tones to Ghana Student. In teaching, it isrecommended to strengthen the teaching of the contrast between the target language andthe mother tongue, the the tone key point concept into teaching, using voice analysissoftware assisted instruction; recommended training should be targeted to expand tunedomain, listening Resolution sound Confusing tone training; teachers, it is recommendedto take a rich and flexible teaching methods to correct students’ errors in a timely manner,to help students attach importance to the tone, and encourage students to use Chinese, tryto compensate for the limitations of the textbook.