A Study On Teaching Phonological Tone To Elementary Chinese Learners In Mongolian Middle Schools

This essay is on the premise of a comparative analysis of Chinese andMongolian phonetic. At first,compare with Chinese-Mongolian similarities anddifferences of the two languages phonemes.Secondly design a voice testvolume from pronunciation analysis of Mongolian Soogo Seikeo School30Students. Students then calculated summed Mongolian Chinese consonants,vowels and tones bias rate and causes of errors. And then apply the theory ofsecond language acquisition, according to the status of Mongolia voiceteaching high school Chinese, find the general rules of Chinese phoneticteaching in Mongolian junior high school. Finally put forward reasonablesuggestions for teaching middle school voice teaching in Mongolia.Chinese and Mongolian belong to two different languages, from thepronunciation aspect, they have similarities and differences.The distinct voiceamong Chinese and Mongolian pronunciation is important and difficult for highschool students. This essay focuses on a different place fromChinese-Mongolian language pronunciation, to further explore the MongolianStudents learning bias arising from the initial stage in Chinese. In this essay,according to the traditional method of speech analysis, the Chinese syllables inconsonants, vowels and tones. Then test software analyzes the voice ofChinese that Mongolian students have consonants bias of vowels and tones.By voice test, we follow the bias ratio Mongolia Chinese learnersgenerated pronunciation, initials into the Chinese and Mongolian consonantconsonant basically the same apperception, and Mongolian consonant withsimilar initials of three is not category. For producing high rates of Chinese biasinitials, further analysis of its causes errors, that the original native learnercognitive structure does not correspond to digest this part of the structure ofChinese initials pronunciation, often due to the negative transfer of mothertongue or have learned over-generalization of knowledge generated bias. ForChinese Finals bias, then concentrated on the performance of Chinese vowelsvowel allophones, special vowels and nasal vowel pronunciation, and highschool students are difficult to understand in the Chinese pronunciation is not asingle vowel Chinese compound finals simple addition, but one action from a vowel pronunciation to another vowel pronunciation action transition stroke.Chinese tones are difficult for Mongolian high school students to learn,because Mongolian is non-tonal languages, so for four tones in Chinese isvery strange, especially in the second and three times the sound of Chinesepronunciation is even harder. Tone bias highest rates are also concentratedon these two tones.For Mongolian high school students peculiar bias, the paper putsforward the corresponding teaching suggestions, take contrast hyperbole,tongue position gestures, imitating practice, following the teachers and otherteaching methods to distinguish between them, pointed out that Chineseconsonants, vowels and tones pronunciation location and articulation, allowingstudents to produce perceptual awareness, basically accurate spelling.