| Learning Chinese as a second language students in the use of Chinese for exchangesor natural communications, always with a "strange" accent, this accent is calledforeign accent. The problem of "Foreign accent and foreign tune" has been the voiceof experts’ concern. It has been found that, overseas students’"Foreign accent andforeign tune" problems are not only related to the Vowels,Tones and initial consonants,but also related to the length and pitch of Mandarin. When Chinese read and talk, thesyllable-length in the sentences are not fixed, but will be lengthened or shortenedaccording to the grammatical structure and expressed needs, however, the overseasstudents can not get the rule of it and as a result bias errors appear. This study, in thebase of the voice experiment, will research further more on the syllabic length biaserrors of overseas students who are from Thailand, Indonesia, and South Korea. Thestudy found that: Thai, Indonesian, Korean overseas students seriously extend thesyllabic length of adverbs, prepositions, auxiliary.What’s more, foreign students can’tunderstant the syllabic length of the special sentence, as a result, foreign studentsoften has the syllabic length problems of the special parts in special sentences. As theresult, it separates badly about the Chinese fixed structure and idioms and change thefocus position of the fixed structures and idioms in Chinese sentences. The degree ofsyllabic length bias errors in Chinese sentences is related to the overseas students’acquisition levels. In the same country, the higher level of Chinese acquisition thestudent is, the lower degree of syllabic length bias errors in Chinese sentences theoverseas student has.Indonesian students are much better at mastering the syllabiclength in Chinese sentences than Thai students and Korean students, Indonesianstudents are better at mastering the syllablic length in Chinese sentences than Koreanstudents, but it will be changed in different situations. |
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